Research on Teachers' Focused Corrective Feedback in Learners' Composition
DOI:
https://doi.org/10.63313/EH.9101Keywords:
Focused Corrective Feedback, Writing, Language Learning, EducationAbstract
This paper aims to explore the role and impact of teachers’ focused corrective feedback in learners’ writing. Focused corrective feedback, as an essential teaching strategy, plays a crucial role in language learning. By analyzing teachers’ feedback methods in writing instruction, particularly when it comes to pinpointing and rectifying language errors, this paper comprehensively discusses how such feedback can effectively assist students in improving their writing skills. It also elaborates on how it helps enhance language proficiency and identifies the best practices for implementing it across different educational contexts. Through an in-depth literature review, this paper further examines the distinct advantages, potential challenges, and specific conditions under which focused corrective feedback is most applicable, providing valuable insights for educators.
References
[1] Bitchener, J., & Knoch, U. (2009). The value of written corrective feedback for immigrant and international students. Language Teaching Research, 13(3), 33-58.
[2] Ellis, R. (2009). The study of second language acquisition (2nd ed.). Oxford University Press.
[3] Liu, J., & Brown, P. (2015). The effectiveness of focused corrective feedback on EFL students' writing. Language Teaching Research, 19(3), 331-349.
[4] Shintani, N. (2015). The effectiveness of focused corrective feedback on L2 learners' writing performance. Language Learning, 65(2), 336-358.
[5] Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
[6] Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
[7] Sheen, Y. (2007). The effect of corrective feedback, language aptitude, and learner motivation on ESL learners' acquisition of articles. TESOL Quarterly, 41(4), 255-278.
[8] Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
[9] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
[10] Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
[11] Swain, M. (1985). Communicative competence: Some applications to second language teaching and testing. Applied Linguistics, 6(2), 142-153.
[12] Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.
[13] Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
[14] Ferris, D. R. (2002). Treatment of error in second language student writing. University of Michigan Press.
[15] Lyster, R., & Saito, K. (2010). Oral corrective feedback in second language classrooms. Language Teaching, 43(1), 1-40.
[16] Nassaji, H. (2021). The effectiveness of dynamic focused corrective feedback on L2 writing. Language Teaching Research, 25(3), 372-391.
[17] DeKeyser, R. (2020). Second Language Acquisition Theory. John Benjamins Publishing Company Press.
[18] Ene, E., & Link, S. (2022). AI-driven focused feedback in L2 writing: Efficiency and limitations. Computer Assisted Language Learning, 35(3), 401-423.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 by author(s) and Erytis Publishing Limited
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
