Methodological-theoretical model for empirical research in corrective feedback in second language writing

Abstract

Much has been written about the effect of written corrective feedback (WCF) in a second language in the last fifteen years. Even though early studies show contradictory and controversial results, a growing body of research has recently demonstrated the efficacy of written corrective feedback in the acquisition of some linguistic features. However, still for many L2 researchers and teachers of writing, this approach is not very practical and even far from a real educational context. In addition, an emerging body of studies has researched how computer mediated communication can impact new forms of corrective feedback in the near future. Consequently, in this paper we introduce a research design for error correction in L2 writing, which is based on the robust methodology of the SLA studies, the relevance of the educational context of the studies of L2 writing and the role of technology in corrective feedback delivery