Key issues of debate about feedback on writing

Abstract

Response to writing remains one of the most important areas for research on second language writing and studies with this focus have increased dramatically over the past decade. In the previous twenty years researchers mainly focused on second language writers in first language tertiary contexts. However, as greater numbers of EFL students in primary (elementary), secondary and tertiary settings find themselves needing to write in English in order to succeed academically, there has been a growth of interest in the role of feedback in providing help and scaffolding for these writers (Manchón, 2009). Developments in our understanding of second language acquisition and different aspects of writing have also caused teachers to re-examine their ways of responding to student writing and to consider how feedback may contribute to both writing skills development and language learning, while technological advances have also led to changes in feedback practices and delivery modes. In addition, the last decade has seen a shift towards a more developmental view of feedback in higher education generally, with more emphasis on feedback for learning, rather than summative feedback. In terms of writing pedagogy, this translates into a greater focus on ways of designing writing programmes that fully exploit feedback’s formative aspects and its learning potential for both writing development and language learning. Feedback continues to be an evolving and rich area for second language research, with important developments in our understanding of writing theory, second language acquisition and the nature of learning influencing our understanding of best practices for responding to writing and also influencing what is currently the focus of research. In this chapter, I will draw together some key issues and debates in response to second language writing and I will consider the implications and directions for future research on feedback and how these might impact on pedagogic practices in the writing classroom. The paper will focus on important areas of feedback research including research on written corrective feedback and its links to SLA research, studies involving peer feedback, research on computer-mediated feedback, and developments in research on feedback with learners in EFL contexts, especially school settings.