Appraising the role of written corrective feedback in EFL writing

Abstract

Teachers’ provision of written feedback to students is intended to help them improve their writing not only at the surface level for language learning purposes but also for enhancing the content of their writing. As a result, revision is naturally the next course of action for students to perfect their writing. Nonetheless, researchers and front-line teachers do not necessarily share the same view on the role of written feedback in EFL writing instruction. In this chapter, I will appraise the role of written corrective feedback in EFL writing instruction from both research and pedagogical perspectives. Specifically, I will first scrutinize what kind of feedback would potentially benefit students and how pedagogically effective provision of written feedback would optimize students’ uptake for improving their writing either for language acquisition or content improvement. I will conclude the chapter with what I regard as plausible recommendations. Keywords: written corrective feedback; L2 writing; pedagogy; revision-focus direction