Teacher written corrective feedback: Less is more

Volume: 52, Issue: 4, Pages: 524 - 536
Published: Jul 29, 2019
Abstract
In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead...
Paper Details
Title
Teacher written corrective feedback: Less is more
Published Date
Jul 29, 2019
Volume
52
Issue
4
Pages
524 - 536
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