The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology

SW Chong *

*Corresponding author for this work

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Abstract

Research on written corrective feedback (WCF) has received sustained interest in the field of second language acquisition and language education. This viewpoint article extends the theoretical and conceptual discussion on WCF research by introducing the notions of “feedback literacy” and “feedback ecology”. In this article, I first review three strands of WCF research. Then, I argue for the need to shift the focus of our investigation from feedback information (focusing on impact of feedback), to feedback process (focusing on learners “and teachers” perception of feedback), to feedback ecology (focusing on learners’ and teachers’ engagement of feedback and influences of such engagement). Putting forward a “feedback ecology” conceptual framework that is informed by Ecological Systems Theory, Actor-network Theory, and Complex Dynamic Systems Theory, I suggest three research tasks for future WCF studies, highlighting the affordances of qualitative research methodologies such as narrative inquiry.
Original languageEnglish
Number of pages13
JournalCogent Education
Volume9
Issue number1
Early online date6 Jun 2022
DOIs
Publication statusPublished - 1 Oct 2022

Keywords

  • Written corrective feedback
  • Feedback literacy
  • Feedback ecology

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