L2 learners' interpretation and understanding of written corrective feedback: insights from their metalinguistic reflections

• Published in: Language awareness Vol. 24; no. 3; pp. 233 - 254
• Main Authors: Simard, Daphnée, Guénette, Danièle, Bergeron, Annie
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2015; Taylor & Francis Ltd
• Subjects: direct and indirect corrections; English (Second Language); English as a second language; English as a second language learning; Error Correction; Feedback; Feedback (Response); Foreign Countries; Foreign language instruction; French; French language; Friedman Two Way Analysis of Variance; Grade 11; High School Students; Interrater Reliability; Language Acquisition; language awareness; Linguistics; Longitudinal Studies; Metalinguistics; Quebec; Questionnaires; Reflective teaching; Revision (Written Composition); Second Language Learning; Semantic categories; Semantics; Teaching Methods; verbalisations about language; Wilcoxon Matched Pairs Signed Ranks Test; Writing (Composition); written corrective feedback; Written Language; Canada
• ISSN: 0965-8416; 1747-7565
• DOI: 10.1080/09658416.2015.1076432

The impact written corrective feedback (WCF) has on second language development is still a subject of much debate. While some believe it leads to improvement, others are more sceptical. But in order for WCF to lead to second language improvement, learners must first be able to not only correctly int...