Abstract
In this chapter I present a very brief review of the literature on written CF, starting with the definition of errors, especially systematic and unsystematic, treatable and untreatable errors, as well as positive and negative evidence. Giving-Feedback-Guidelines, based on Sadler’s (1989) conditions for feedback, are introduced to strengthen the importance of explaining one’s chosen feedback method to learners to enhance its effectiveness. The chapter concludes with the Engagement-Mediator-Feedback Model that shows how engagement, feedback, mediating factors and strategies for working with written CF interrelate and can inform teachers about its underlying dynamic process.
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Moser, A. (2020). A Short History of Written Corrective Feedback. In: Written Corrective Feedback: The Role of Learner Engagement. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-63994-5_3
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