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<p style="text-align:justify;">Researchers and&nbsp;educators in the field of second language acquisition (SLA) have long been&nbsp;interested in the role of corrective feedback (CF) in language teaching and&nbsp;learning (Cohen, 1975, 2018; Ellis, Loewen, &amp; Erlam, 2006). The main goal&nbsp;is to explore how to provide CF, the kind of feedback to provide, when, and by&nbsp;whom in order to facilitate learner’s uptake and second language (L2)&nbsp;development (e.g., Carroll &amp; Swain, 1993; Han, 2002; Lyster &amp; Ranta,&nbsp;1997). As Cohen (2018) states, aligned with more learner-centered approaches to&nbsp;language teaching, not only should teachers know how to deal with providing CF&nbsp;but they also need to promote learners’ awareness as informed consumers of CF&nbsp;to optimize its effect in their L2 development journey with the highest level&nbsp;of efficiency (Cohen &amp; White, 2008). CF is defined as comments on accuracy&nbsp;or suitability of students’ comprehension or production of a foreign/second&nbsp;language. The extent of CF and the ways in which learners can strategically&nbsp;embark on such CF is still open to debate due to the fact that there are many&nbsp;mediating factors influencing the efficacy of CF. Consequently, being able to&nbsp;propose advantageous ways of providing CF by teachers and effective use of CF&nbsp;by learners in L2 education settings remains a desideratum which requires a&nbsp;systematic review of various aspects of CF and factors contributing to its&nbsp;effectiveness. To this end, the current paper opens by providing a definition of CF and delineating how it is operationalized in different theoretical&nbsp;schemes. Categories of CF are described as are technology-based means for CF,&nbsp;and key dilemmas regarding CF and its effectiveness are noted. The conclusion&nbsp;reached is that CF must be viewed as highly complex – especially as it concerns&nbsp;learners’ autonomy in L2 development and in effectively strategic use of CF.&nbsp;The article ends with some recommendations regarding advantageous ways of&nbsp;promoting CF practice in L2 classrooms.</p>

Promoting Advantageous Ways for Teachers and Learners to Deal with Corrective Feedback

Original Research 

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Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Pathways to the Successful Teaching and Learning of an L2: In Honour of Andrew D. Cohen