ABSTRACT
This chapter analyzes feedback as an interactional process that promotes personal regulation. It presents a methodology for the practice of gradual feedback in teacher-learner interactions, and guidelines to foster self-regulation during the revision of written and oral texts. Interactive feedback prompts co-construction of knowledge through learners’ guided reflections on their L2 performance. These tasks are carried out through teacher-learner collaborative activity aimed at promoting learner’s autonomy with respect to their target language production. Interactive feedback, therefore, represents a formative activity that promotes the transition from other-regulation to self-regulation in the learning of a foreign/second language.
