ABSTRACT
The provision of immediate and individualized learner feedback has been a central topic in Computer-Assisted Language Learning (CALL) ever since the first CALL programs were developed in the early 1960s. Corrective feedback in CALL has largely focused on learner-computer interactions by exploiting the strengths of different technology-mediated pedagogical approaches to second language (L2) learning and teaching in providing explicit and implicit feedback. This chapter reviews research on learner-computer feedback in CALL by focusing on two CALL environments which are designed to assist language learners with their written language: Tutorial CALL and systems for Automatic Writing Evaluation (AWE). The usefulness of computer-generated corrective feedback largely lies in enabling learner self-study and practice of the target language by identifying and explaining error sources and, with regard to L2 essay writing, allowing for draft revision. In classroom settings, pedagogical practices on using corrective feedback in AWE programs can be implemented during in-class activities of peer review exercises, or editing and revising tasks.
