Journal of Applied Languages and Linguistics

Research Article

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Written Corrective Feedback and Multiple feedback-based instruction: A necessity or an act of pseudolearning in second language (L2) and foreign language (EFL) writing classes?

Evangelia Vasilakou

Hellenic American University, New Hampshire, USA / Athens, Greece

Email: evangelia.vassilakou@gmail.com

Published online: 7 July 2018, pp. 107-117

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​​​Citation: Vasilakou, E. (2018). Written Corrective Feedback and Multiple feedback-based instruction: A necessity or an act of pseudolearning in second language (L2) and foreign language (EFL) writing classes? Journal of Applied Languages and Linguistics, 1(1), pp.107-117

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Abstract

The value of written corrective feedback (WCF) in writing pedagogy has been a much debated issue and controversy still rages today due to conflicting results in the existing studies. The aim of this article is to review the previous and current state of research and provide a conceptual framework to the fundamental question about the effectiveness of WCF in second language (L2) and foreign (EFL) writing classes. Special attention is also paid to a multiple feedback-based instruction combining two types of corrective feedback - direct feedback and metalinguistic feedback. A narrative literature review is carried out of over thirteen (13) empirical studies.  The participants are mainly high school and university students of low intermediate or intermediate English proficiency level. It concludes with a call for the necessity of WCF into the curriculum of L2 and EFL writing classes and the suggestion of multiple feedback as a valuable pedagogic tool and with directions for further research.

                                                                                                                     © Applied Language Studies House Publications 2018. All rights reserved

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Keywords: written corrective feedback, direct unfocused feedback, direct focused feedback, metalinguistic feedback, multiple feedback