The role of written corrective feedback on FL learners: A teaching proposal to implement error correction in the classroom

Abstract

The effect of error correction in the acquisition of a second or foreign language has been studied extensively in recent years. Theorists and researchers have become interested in analysing to what extent corrective feedback on learners’ writings is effective and appropriate. Despite much work on the potential of error correction has been carried out, there is still debate about its usefulness. Whereas a number of theoretical insights underpin the positive effect of written corrective feedback in the learning process, there is a considerable amount of literature that has raised objections against its effectiveness. Nonetheless, empirical findings have evidenced the beneficial effects argued by the advocates and have not proved the detrimental side-effects claimed by the opponents. Furthermore, the efficacy of the distinct methodologies to correct the learners’ written errors has been an issue of controversy among researchers and foreign language teachers. On this basis, the present project has reviewed contrasting views as well as empirical evidence in order to elaborate a teaching proposal which improves the provision of written corrective feedback in the foreign language classroom. Based on previous investigations, this proposal has carefully considered all the elements involved in the process of error correction, drawing special attention to the proficiency level of the learners. Since the learners’ characteristics influence on the choice of one specific methodology, the author has designed two sets of guidelines for English as a foreign language teachers: the former aimed at A2 learners and the latter at B2 learners. By doing so, teachers will notice how they can take profit from the distinct methodologies depending on the group of learners. Through its future implementation, this proposal attempts to foster the learners’ learning process by making them aware of the gaps between their written productions and the target forms.