A typology of written corrective feedback types
ELT Journal, Vol. 63, Issue 2, pp. 97–107 (2008)
10.1093/elt/ccn023
Abstract
As a basis for a systematic approach to investigating the effects of written corrective feedback, this article presents a typology of the different types available to teachers and researchers. The typology distinguishes two sets of options relating to (1) strategies for providing feedback (for example, direct, indirect, or metalinguistic feedback) and (2) the students' response to the feedback (for example, revision required, attention to correction only required). Each option is illustrated and relevant research examined.
Topics
Field: Arts and Humanities · Subfield: Language and Linguistics
Keywords
Typology,Grammar,Second-language acquisition,Linguistics,Corrective feedback,Language education,Applied linguistics,Task (project management),Language acquisition,Computer science
UN Sustainable Development Goals
- Quality Education (0.88)
Citations by Year
| 2026 | 2025 | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 |
|---|---|---|---|---|---|---|---|---|---|
| 37 | 63 | 55 | 86 | 82 | 72 | 95 | 56 | 59 | 52 |
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