Provision Of Corrective Feedback Research Articles

Effectiveness of teachers' direct and indirect written corrective feedback provision strategies on enhancing students’ writing achievement: Ethiopian university entrants in focus

Written corrective feedback (hereafter WCF) has gained great emphasis from a considerable number of studies in second language (L2) writing history; however, an increasing number of previous studies have stressed its importance in helping learners develop their L2 writing abilities there are unresolved controversies regarding the significance and efficacy of various forms of written corrective feedback. Thus, this study was initiated to see the effects of teachers' written corrective feedback on university-entrant students' English language writing achievement. A quasi-experimental research design involving a test as a data-gathering tool was used. To that end, three intact freshman classes were selected and assigned into two experimental groups and one comparison group from a university in northwest Ethiopia. Test scores from self-descriptive paragraph writing were analyzed using a one-way ANCOVA, and the results showed that WCF has an influential role in improving university entrat learners' writing performance. Therefore, the findings from the study showed that both experimental groups performed better than the participants in the control group, indicating that both WCF provision strategies play vital roles in enhancing English language learners' writing performance as university entrants. Nevertheless, the study's findings revealed that statistically significant improvements in the writing proficiency of the study participants in both experimental groups were found the results confirmed that learners who received direct WCF along with metalinguistic explanations performed better than their peers in the indirect group who received indirect WCF. Consequently, it can be concluded that both direct and indirect WCF are crucial pedagogical strategies in improving learners' writing abilities, even though it was still found that direct WCF with a metalinguistic explanation was the most effective strategy in assisting EFL university entrants in improving their writing skills.

A comparison between the preferences for oral corrective feedback of teachers and students of Chinese as a second language.

This study reports on the preferences of teachers and students of Chinese as a second language (CSL) for corrective feedback (CF) and the reasons underlying their preferences. Data was collected from 328 students and 46 teachers through a questionnaire and interviews, and the results showed that CSL students had a strong overall preference for explicit correction and metalinguistic clues, while teachers favored recasts. Moreover, students and teachers significantly varied in their preferences for metalinguistic clues, explicit correction, and clarification requests across error types. A difference was also identified in recasts regarding phonological and lexical errors. Explanations for these variations are attributed to the characteristics of the Chinese language, learner proficiency, teachers' entrenched beliefs in teaching, and the features of some given CF types. Additionally, the interview data also revealed the different reasons that teachers and students consider when it comes to CF provision. Finally, pedagogical implications for language teachers are discussed.

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

AbstractBackgroundMobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.ObjectivesThis study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education.MethodsA structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied.Results and ConclusionsUse of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use.ImplicationsMobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.

THE IMPACT OF AUTOMATED WRITTEN CORRECTIVE FEEDBACK ON EFL LEARNERS’ ACADEMIC WRITING ACCURACY

The positive effect of Corrective Feedback (CF) on students’ writing performance has been a topic of dispute for a long time. The dominant belief around this issue is that students benefit from feedback to a certain extent. However, there is no consensus on what type of feedback can achieve that or the effect of CF provision on language learning in general. This study investigates the impact of Automated Written Corrective Feedback (AWCF), namely Grammarly AI-powered writing assistant, on students’ academic writing accuracy. After being allotted to control and experimental groups, sixty-four university students participated in the study. The participants underwent a pre-test to validate their homogeneity and levels and a post-test to explore the effect of using Grammarly on the written work of the experimental group. The main finding of the research is that after 14 weeks of using Grammarly, the experimental group members showed a significant improvement in their written accuracy compared to the control members. Moreover, it was found that the progress was represented in a substantial drop in the number of errors pertaining to specific categories while errors of other types remained unaffected. The implications of the findings are discussed, and suggestions for further research are presented. 

Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices

Research on corrective feedback (CF) and language teachers’ beliefs and practices on the provision of CF has been mainly limited to learners’ non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners’ non-target-like use of formulaic sequences, that is, collocations, idioms, lexical bundles, and compounds (formulaic forms), has received scant attention in CF and teacher cognition studies. This study examined three Iranian English as a foreign language teachers’ stated beliefs and practices on treating learners’ non-target-like use of formulaic vs. non-formulaic forms through incidental reactive focus on form. The teachers’ stated beliefs about the provision of CF for learners’ non-target-like use of formulaic vs. non-formulaic forms were elicited through a questionnaire and stimulated recall interviews, and their practices were examined by drawing on 36 hours of audio- and video-recorded teacher-learner interactions in primarily communicative activities. The findings indicated that while learners’ non-target-like use of formulaic forms outnumbered that of non-formulaic ones in teacher-learner interactions, teachers provided CF, by far, more frequently for non-target non-formulaic forms than formulaic ones. The teachers were not always aware of the amount of CF they tended to provide for learners’ non-target-like use of different linguistic targets. The (in)consistencies between the teachers’ CF beliefs and CF provision for learners’ non-target-like use of formulaic vs. non-formulaic forms are discussed. Supplemental data for this article is available online at at http://doi.org/10.1080/09658416.2021.1943421 .

Medical image interpretation training with a low‐cost eye tracking and feedback system: A preliminary study

All medical students must learn to detect tumours in chest X-ray films. Eye tracking technology may be able to improve the training of this skill, with the potential benefit of saving thousands of lives each year. Eye trackers can record where students actually look in relation to known abnormalities in images, allowing the automated provision of corrective feedback during medical training. Research using dedicated eye tracking units suggests their potential as pedagogical tools but this hardware can be expensive, which prevents their use by medical students. To overcome this financial barrier, this project used eye tracking based on low-cost webcams to develop a system with the potential to allow all medical students to improve their interpretation skills. In self-study mode, students can practice and improve based on automated performance feedback in a browser-based system. Improvements in performance over time can be determined and mistakes can be played back and analysed for correction. Eight medical trainees used the system on a custom dataset of 60 chest X-ray images and were able to improve their decision times by self-study alone. The system was also rated highly for its ability to provide valuable objective information during subsequent one-on-one instruction sessions.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

AbstractIn a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N= 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions, test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account for the classroom testing effect: additional exposure, transfer-appropriate processing, and motivation. In addition to their implications for theory development, these results have practical significance for enhancing teaching practice and guiding education policy and highlight important directions for future research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

PRZEKONANIA STUDENTÓW FILOLOGII ANGIELSKIEJ NA TEMAT NAUCZANIA GRAMATYKI

Learners’ beliefs concerning the process of learning and teaching a foreign language without doubt play a very important role since they can determine the effectiveness of the instructional techniques and procedures that are employed by teachers, thereby considerably influencing the outcomes of that process. This applies in equal measure to teaching all the language skills and subsystems, including grammar instruction, or, more generally, form-focused instruction. In view of such considerations, the aim of the present paper is to report the findings of a study which sought to tap the beliefs of 106 Polish students of English philology with respect to such issues as the choice of the syllabus, the degree of integration of focus on form with meaning and message conveyance, the ways in which grammar structures are introduced and practiced as well as the provision of corrective feedback on grammar errors. The data were collected by means of a questionnaire specifically designed for this purpose (Pawlak, 2012, 2013b), which contained both Likert-scale and openended questions related to all of these areas. The analysis of the data demonstrates that the participants manifest clear preferences with respect to the process of learning and teaching grammar, which, on the one hand, may provide a basis for introducing modifications into grammar classes taught to English majors, and, on the other, makes it possible to identify areas that should be given more emphasis in the course of educating future teachers of English.

EFL Teachers’ L1 Backgrounds, Beliefs, and the Characteristics of Their Corrective Feedback

Considering the importance of teachers’ performance in class as a variable which affects the efficacy of corrective feedback (CF), it has not necessarily received the attention it deserves in second language acquisition (SLA) research: While there are a number of studies that focus on the efficacy of CF strategies from learners’ standpoint, research that focuses on the provider of CF, i.e., the foreign language (FL) teacher, has not yet been done as extensively. The present study was conducted to examine how native speaker (NS) and non-native speaker (NNS) teachers differ in their provision of CF and to investigate whether the two types of teachers’ provision of CF is congruent with their perceptions and beliefs. The results show that the ability to match their beliefs with their actual CF provision seems to be affected by their L1 background. NS teachers tend not to provide abundant phonological CF due to their insensitivity to some phonological errors in learners’ utterances. NNS teachers tend not to have the ability to provide CF in general due to their lack of language proficiency. Finding ways to overcome teachers’ current weaknesses may be a prerequisite to enhancing the quality of education in Japan.

Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach

ABSTRACTThe provision of corrective feedback during oral interaction has been deemed an essential element for successful second language acquisition (Gass & Mackey, 2015a). However, corrective feedback—especially corrective feedback provided by peer interlocutors—remains understudied in naturalistic settings. The present mixed methods study aimed to identify the target and type of corrective feedback provided by both native-speaker and peer interlocutors during conversation groups while abroad. U.S. study abroad students (N= 19) recorded group conversations with native speakers (N= 10) at the beginning, middle, and end of a 6-week stay in Barcelona, Spain. Results indicate a significant decrease in the provision of corrective feedback by both native speakers and peer learners over the course of the program. Qualitative analyses revealed that both learners and natives alike engage in negotiations for meaning throughout the program, which for learners resulted in successful recall on tailor-made quizzes. The use of the first language by both the study abroad students and the native speakers promoted these opportunities in some instances. Results are discussed in terms of their contribution to the study abroad literature as well as to research into the effects of feedback on second language development.

Language development for English-medium instruction: Teachers’ perceptions, reflections and learning

Although teachers' ability to use English for academic purposes is one of the crucial factors affecting the quality of English-medium instruction (EMI), teacher language development has received rather little attention. The current study helps to address this gap by analysing a language development programme for teachers in EMI (LD for EMI) in the Croatian context, and offering recommendations for programme development. Drawing on data collected from three sources over a three-year period – teacher surveys on satisfaction with LD for EMI (n = 60), self-reflection tools (n = 60) and classroom observation forms (n = 1140) – we examine the programme's strengths, limitations, and the teachers' learning experiences and understanding. The key benefits of the programme are opportunities to practice teaching in English, provision of corrective feedback and engagement in self-reflection. The main limitations are teaching and learning in mixed-level classes, making it difficult to address different teachers' needs and conceptualise the language learning outcomes. As for the teachers' learning, they have developed awareness that teachers with diminished language competence are likely to encounter difficulties and are susceptible to lowered self-esteem. The findings corroborate that a fundamental requirement for EMI is high academic English proficiency, attainable through continued language training.

Effects of written corrective feedback and language aptitude on verb tense accuracy

Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to investigate the effect of either direct or metalinguistic written feedback on errors with the simple past tense and the present perfect tense. This inquiry also considered the extent to which learner differences in language-analytic ability (LAA), as measured by the LLAMA F, mediated the effects of these two types of explicit written corrective feedback. Learners in both feedback groups were provided with corrective feedback on two essays whereas the control group received general comments on content. Learners in all three groups then completed two additional writing tasks to determine whether or not the provision of corrective feedback led to greater gains in accuracy compared to no feedback. Both treatment groups performed better than the comparison group on new pieces of writing immediately following the treatment sessions, yet direct feedback was more durable than metalinguistic feedback for one structure, the simple past tense. Participants with greater LAA proved more likely to achieve gains in the direct feedback group than in the metalinguistic group, whereas learners with lower LAA benefited more from metalinguistic feedback.

WATCH THEIR LANGUAGE: FEEDBACK PROVISION VIA AUDIO-VISUAL RECORDINGS

In their attempt to learn a foreign language, learners make errors. Providing a feedback on this erroneous language output presents a multilevel dilemma. First, teachers must decide whether or not to respond. Second, if feedback is ever desperately required, who should do it and how should it be done? More important, overwhelmed by the sheer number of beginner and intermediate-level learners’ errors, keeping a record and making notes of the important errors during interpersonal conversation such as role plays poses a serious challenge. Equally important, teachers are more inclined to interrupt constantly the flow of learners’ conversation to provide corrective feedback, a practice that much dampens their enthusiasm to express themselves. In response, the current paper addresses two main questions: which teaching technique could teachers devise to organize their corrective feedback provision? Which technology toolkit could be brought into classroom use to help organize corrective feedback provision to learners’ oral flawed output? The paper draws on the experimental use of audiovisual recordings of learners’ oral output for the purpose of providing more adequate corrective feedback. With one objective in mind, the experiment is aimed to test the utility of using audiovisual recording to improve the quality of corrective feedback provision. Audiovisual recordings provide useful database for teachers to organize any remedial intervention and feedback provision. Moreover, the recordings will, in the long term, constitute a corpus that could be well exploited to build an explanatory theory for learners’ errors.

The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

Scholars debate whether corrective feedback contributes to improving L2 learners’ grammatical accuracy in writingperformance. Some researchers take a stance on the ineffectiveness of corrective feedback based on theimpracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction inlanguage classrooms. On the other hand, many researchers promote the efficacy and significance of the role playedby corrective feedback in the process of L2 writing. This research employs a quasi-experimental design andexamines two major issues: (1) the extent to which CF facilitates or improves students’ writing accuracy; (2) students’expectations and preferences for CF. The research consists of 105 college level EFL learners from three intact classesin an Eastern Chinese University. One class was assigned to the control group which only received comments oncontent of their writing. The other two classes were then assigned to each of the two experimental groups whichreceived indirect or direct CF. Data collection includes student text/error analysis, treatments (i.e., provision ofcorrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Within aresearch period of ten weeks, this study did not reveal statistically significant group differences between the two CFgroups and the control group on overall error reduction. However, students believed CF was important and beneficial,although there is contradiction between what the students believed and their teachers’ actual practices in theclassroom. Pedagogical recommendations for EFL teachers are also discussed.

Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model

This study investigated tertiary lecturers’ and students’ perceptions and preferences on the provision of CorrectiveFeedback (CF) in the English as a Second Language (ESL) classroom at the Namibia University of Science andTechnology. The study focused on students’ speaking and writing skills in the Language in Practice English course.The findings revealed that both lecturers and students perceive CF as an essential aspect of developing ESL productiveskills. Both lecturers and students were of the perception that CF is more focused on English grammar than form.Students preferred more correction than their lecturers provided. Both lecturers and students concurred thatmetalinguistic feedback is the best practice for CF in English. The contribution this study made is the ten-stageIntervention Model that works towards the effectiveness of ESL CF at tertiary level in Namibia. The modelrecommends that lecturers should carefully scrutinise the specific ESL target language features; practise a variety ofsuitable CF techniques; and cater for individual students’ specific needs and preferences in learning English as aSecond Language at tertiary level.

Oral Corrective Feedback in an Intermediate EFL Conversation Class

INTRODUCTIONEnglish as an international has been taught to most learners across the world. In both English as Second Language (ESL) and English as Foreign Language (EFL) countries, English can be found as one of the lessons at schools. In learning a new language, for instance English, learners would need to use and practice the target language. During the learning process, nevertheless, learners would experience making errors. Littlewood (1984) states: play an important role in learning process. Errors show that the learners are still building the new knowledge in order to be able to use the language (p. 17). Therefore, as a response to the learners' errors, teachers provide feedback (CF).According to Sheen and Ellis (2011), corrective feedback (CF) refers to the feedback that learners receive on the linguistic errors they make in their oral or written production in a second (L2) (p. 593). Lyster et al. (2013) suggest plays a pivotal role in the kind of scaffolding that teachers need to provide to individual learners to promote continuing L2 growth (p. 1). CF has been a topic that is widely discussed by the researchers of Second Language Acquisition (SLA); however, it is less discussed in EFL context (Mendez and Cruz, 2012). Thus, this has inspired the writer to do a study of CF, especially oral CF in EFL context.The term oral CF itself is further defined by Sheen and Ellis (2011) in a more detail way by explaining that oral CF can be given at the time when a learner produces an oral error in his or her utterance (i.e. online) or after the or interaction in which a learner participates is over (i.e. off-line). Therefore, the word 'oral' is defined as learners' oral production. Thus, the term oral CF in this study is defined as the feedback given for errors found in learners' oral production (Sheen and Ellis, 2011).The role of CF, including oral CF, has been a discussion among researchers. Researchers have argued that sufficient CF will likely support L2 development (Mackey et al., 2016). The use of CF provides chances for learners to notice the gap between their errors and the correct form (2016). By noticing the gap, learners can integrate the correction into their L2 knowledge (2016). In addition, oral CF can also assist L2 development when learners are given chances to produce outputs or to do selfcorrection (2016). Mackey et al. (2016) explain further by stating self-correction in response to feedback can trigger deeper and more elaborate processing of L2 forms, helping learners establish memory traces that last longer (p. 502). Thus, the role of oral CF in SLA is seen to be important as it promotes acquisition (Sheen and Ellis, 2011).In relation to teachers' oral CF provision, Chaudron (1988) mentions: teachers will likely correct learners' errors either when they pertain to the pedagogical focus of the lesson or when they significantly inhibit communication (p. 136). One teacher's oral CF might differ from others, and one of the reasons is because different classes would have different pedagogical focus. This means that a teacher might provide oral CF strategies differently when he or she teaches classes with different pedagogical focus. Chaudron (1988) claims that in terms of when to correct learners' errors, pedagogical focus is a determinant (p. 137).This sparks the writer's interest to look more deeply into oral CF in an EFL conversation class. The writer would focus on finding (1) the types of oral CF strategies used and (2) the pedagogical focus in relation to the teacher's oral CF in the conversation class. The writer would look further into the classroom activities, including in what kind of activity and to what kind of error (grammatical or lexical) the oral CF is given to see the link between the oral CF provision and the pedagogical focus of the lesson.TYPES OF ORAL CF STRATEGIESThere are eight major types of oral CF strategies by Sheen and Ellis (2011), namely recasts (didactic or conversational), explicit correction, explicit correction with metalinguistic explanation, clarification requests, repetition, elicitation, metalinguistic clue, and paralinguistic signal. …

Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation

While many studies highlight the role of telecollaboration for language learning, there is a lack of research investigating focus on form practices in synchronous, video-based exchange, let alone studies that do so longitudinally. Furthermore, none of the previous studies on telecollaboration examined beliefs as one of the individual differences that may mediate the effectiveness of corrective feedback (CF). This study examined the dynamicity of learner beliefs about error correction and its relationship with actual CF practices regarding provision and uptake of CF in a 14-week, Skype-based eTandem project between American and Japanese universities. The study collected mixed-method, longitudinal evidence from survey (N = 24), interaction (n = 6 pairs), and interview data (n = 5). The analysis of survey data revealed that by the end of the semester, the majority of participants chose recasts as the most preferred way to give and receive CF, since recasts were considered immediate, time-saving, unintrusive, and easy to provide. The interaction data revealed that successful uptake increased when CF was provided in the way learners preferred to receive it. However, no relationship was found between native speakers’ preferred method of CF provision and actual practices, suggesting a complex picture of face and identity negotiation as a friend vs. language tutor.

The Effect of Corrective Feedback Strategies via Email on Writing Accuracy Improvement: A Case of Iranian EFL Learners

Indubitably, The efficacy of feedback has received a great deal of attention in recent years. In this respect the importance of Corrective feedback in learning has taken the notice of scholars. There are various strategies of providing corrective feedback which are the aims of this present article. In addition, student writing in different contexts of ESL/EFL has heightened the need for this study, too. Accordingly, the present study aimed at investigating the provision of corrective feedback on student writing via new media of communication as Email and Microsoft Word software.To this end, from the population of 84 Iranian EFL students of higher intermediate levels, 4 groups of indirect feedback, direct feedback, indirect followed by direct with explicit corrective comments, and no feedback (IF, DF, IDECC, NF) were selected. These groups were observed concerning the impact of feedback each group received the results of this study are in line with the effectiveness of corrective feedback in student writing. The analysis of the data indicated that all three treatment groups achieved better results than the control group after two stages of revisions . Among treatment groups, the IDECC which received instruction of both strategies of providing feedback gained the most impact in the new essay and in a long run. DOI: 10.5901/ajis.2016.v5n3p149

A suggested model of corrective feedback provision

Following Guénette (2007), Bitchener (2008), Bitchener & Knoch (2009), among others, I believe that previous studies on corrective feedback provision were flawed in terms of their “design, execution, and analysis” (Bitchener & Knoch, 2009: 204). As a commentary on previous research findings, the current paper aims to suggest a corrective feedback provision model on how future studies should be designed, so that comparisons can be safely made. The suggested model underlies three basic premises. These are: (1) combining error correction with error feedback; (2) targeting one linguistic structure at a time; and (3) providing error correction on all the functional uses of the targeted structure. This approach has made it imperative that corrective feedback be factored out into error correction vis-à-vis error feedback. Whereas error correction targets sentence-level language corrections for local and mechanical errors such as improving grammar, spelling, and vocabulary, error feedback targets global issues that affect meaning and organization. Additionally, I suggest drawing a line of demarcation between two types of focused feedback: providing focused feedback selectively versus providing focused feedback comprehensively. The suggested model then calls for adopting relatively an all-inclusive approach to feedback provision, a model that, I believe, might be helpful in theory-building, and thus in bridging the gap between the theory of corrective feedback provision and actual classroom practices in some FL contexts.