ABSTRACT

This chapter outlines the research evidence on the role that written corrective feedback (CF) can play in facilitating the second language (L2) development process. It considers from a theoretical perspective the conditions that have been considered necessary for the cognitive processing of input, like written CF, so that accurate output may be produced. The chapter describes the types of individual and contextual factors that may have a moderating effect on the progress that learners make when processing the feedback. Consequently, it identifies additional reasons why a learner may fail to benefit from written CF. The chapter focuses on the development that occurs in a single written CF episode, that is, the development in the learner's knowledge and understanding of accurate L2 form and structure that results in an accurate modification of an erroneous use of a particular form or structure. It concludes with some recommendations for further work and some pedagogical implications for classroom practitioners.