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An Overview and Evaluation of Written Corrective Feedback in L2 Writing
Abstract
This article endeavors to revisit the notion of written corrective feedback (WFC) and its effectiveness in language classroom. There are diverse theories in this regard, some are in favour and other are against. In pedagogical perspective, to hone and ameliorate students’ writing, teacher’s feedback plays a pivotal role. The teacher ought to consider the learners’ feelings in regard to feedback, so that they are not demotivated rather feel aplomb and vigour to improve their writing. Truscott (1996) puts a question to the practicability of grammar correction as he thinks that WFC can be harmful for students and he also considers it unnecessary and a waste of time. This study endeavors to address the following questions; a) what are the pedagogical responses towards CWF as a pedagogical approach to ameliorate L2 learners’ writing? b) what possible advantages and disadvantages can be identified in WCF? Ferris (1999) negates the notion of Truscott by arguing that WFC should not be renounced as it can help in the improvement of quality of L2 learners’ writing. The study concludes in favour of Ferris’ idea that asserts WCF as a helpful tool to ameliorate second language writing.
Authors
Muhammad Ajmal
Assistant Professor, Department of English, Faculty of Language and Literature, University of Lahore, Punjab, Pakistan
Nimra Iftikhar
M. Phil Scholar, Department of English, Faculty of Language and Literature, University of Lahore, Punjab, Pakistan
Amna Fajjar
M. Phil Scholar, Department of English, Faculty of Language and Literature, University of Lahore, Punjab, Pakistan
Keywords
Accuracy, L2 Writing, Pedagogical Practices, Second Language, Written Corrective Feedback
