I plan to conduct a study to develop the academic writing skills of L2 students through Corrective Feedback Techniques. I want experienced teachers, professors, and researchers to share their experiences in this area focusing on the historical background, strengths, limitations, and challenges. I appreciate your contribution!
The literature often posits that corrective feedback is essential, that means that students want lecturers to correct them (Lyster et al 2013).
For example, some suggest focusing student's attention on language. This means mentioning “noticing” during lessons, in phrases like “what differences do you notice?” (Thornbury, 1997:333).
Also, prompts could be aimed at eliciting students to self-repair, rather than correcting their "mistakes" (Lyster et al. 2013).
You can also consider "The Methodology of task-based teaching" by Ellis (2019), where the author suggests pre-task, during-task and post-task activities.
Ellis R, Skehan P, Li S, Shintani N, Lambert C. Methodology of Task-Based Language Teaching. In: Task-Based Language Teaching: Theory and Practice. Cambridge Applied Linguistics. Cambridge University Press; 2019:208-240.
(an older version is available here: https://www.kansai-u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdf)
Thornbury, S., 1997. Reformulation and reconstruction: tasks that promote `noticing', ELTJ, 51(4), 326- 335
See also
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19 (1), 37−66.
Lyster, Roy,Kazuya Saito and Masatoshi Sato (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46, pp 140 doi:10.1017/S0261444812000365
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