Written corrective feedback and the language curriculum: Theory, research, curricular issues, and the researcher-teacher interface

Abstract

Feedback plays an important role in the L2 learning process, as evidenced by several meta-analyses on both oral (e.g., Li, 2010) and written (e.g., Kang & Han, 2015) corrective feedback. In the written corrective feedback (WCF) strand, when viewed from a writing-to-learn perspective (Manchón, 2011), there has been a recent two-pronged critique that addresses 1) the general product-oriented approach and 2) the failure to situate research designs within the authentic instructed SLA or ISLA setting (Leow, 2020) that, in turn, is situated within a language curriculum (e.g., Leow, 2019a). The call for a theoretically-driven ISLA and curricular approach to the WCF strand of research is quite logical given that WCF not only takes place in the instructed setting but is crucially aligned with the writing component of the curriculum. This curricular approach also holds the potential for research in WCF to address the researcher-teacher interface that continues to reveal a gap between ISLA researchers and classroom teachers. To this end, this article probes deeper into the curricular approach to WCF research by 1) first reporting on the two theoretical underpinnings that directly address the WCF process, 2) addressing the potential conflation of the two types of writing curricula in language departments, 3) discussing considerations required of a curricular approach to WCF research, 4) providing an example of a process-oriented ISLA applied study that falls within a curricular approach to WCF research, and 5) addressing the gap of the researcher-teacher interface including collaborative steps taken to involve teachers in WCF studies.