Volume 2, Issue 2 August 2019, pp. 57–69
A systematic review of written corrective feedback research in ESL/EFL contexts
In the past decade (2007-2017), research on written corrective feedback (WCF) has been proliferating in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) contexts, and new developments in this field of research are evident. To synthesize the latest advancement in WCF research, a systematic review of recent literature on WCF was conducted to identify current research trends and provide an agenda for future WCF studies. This study was conducted following the seven stages of systematicreview suggested by Petticrew and Roberts (2008). In this article, content analysis was conducted on abstracts of 41 WCF primary studies published between 1997 and 2017 in SSCI-indexed journals in the fields of TESOL, language learning, and technology andeducation using a text-mining tool called Leximancer. Twenty-two word-level concepts were identified, which were grouped into five themes: types of WCF, types of writing tasks, demographics of participants, research design/methods, and types of errors. Based on the systematic review, two research tasks are identified to provide an agenda for future research.
© Sin Wang Chong
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Chong, S.W. (2019). A systematic review of written corrective feedback research in ESL/EFL contexts. Language Education & Assessment, 2(2), 57–69. https://doi.org/10.29140/lea.v2n2.138
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.