Written Corrective Feedback

3 Credits · Level: Graduate

SEMINAR ON WRITTEN CORRECTIVE FEEDBACK The role of written corrective feedback (WCF) in L2 writers’ compositions has been empirically addressed for over three decades yet not much has been gleaned from this strand of research in relation to its benefits given its previous primary focus on the product of the exposure. In addition, there has been a subtle shift in the perspective of the writing process to probe deeper into the potential for learners’ overall L2 development being derived from this process. This shift has resulted in a distinction between learning-to-write (mostly associated with writing courses) and writing-to-learn (mostly situated within an L2 curriculum). With respect to for latter, researchers have recently called for a more process-oriented approach to WCF with an emphasis on a change in methodological designs (Manchón & Leow, 2020; Leow & Manchón, forthcoming) that are more aligned with the language setting and curriculum (Leow, 2018, 2019; 2020; Leow & Cerezo, 2016). The paucity of online studies that have gathered concurrent data on learner processes as they engage in both the composing and revising stages of the L2 writing process clearly underscores the need to gather further data during these two stages. In this seminar, students will conduct a data-based project that addresses theoretically and empirically the effects of type of WCF by probing deeper into how learners cognitively process online written L2 feedback. Students will also be assessed by oral presentations and written assignments.