Feedback types and L2 learning: Research evidence and implications for instructed L2 learning, Rosa M. Manchón, University of Murcia, Spain
Providing feedback on second language (L2) students’ writing is a central task for L2 teachers, which in part explains why the study of feedback has been and still is a central concern in research on classroom L2 learning. Yet, researchers and teachers alike are still left wondering (i) why some learners seek and benefit from WCF and some do not; and, importantly, (ii) whether potential learning benefits are associated with the feedback itself and the manner in which it is provided, and/or with the way in which learners themselves engage with the (type of) feedback provided on their writing.
In this plenary I will first review the theoretical arguments in support of the learning potential of providing and engaging with diverse types of written corrective feedback in classroom L2 learning. I will then synthesize pedagogically-relevant research evidence on the short-term and long-term learning benefits of different types of feedback that vary in terms of (i) their degree of explicitness (direct/indirect) and comprehensiveness (focused/unfocused); and (ii) the medium (paper-based or screen-based feedback) and timing (synchronous vs. asynchronous) of feedback provision. The synthesis will address both what we know about the effects of feedback types on the characteristics of students’ written texts, and the available evidence on whether different feedback types lead to deeper/lower processing on the part of the students. This analysis will lead to a discussion of pedagogical implications of current academic work. The talk will finish with suggestion for future pedagogically-relevant research directions.
Rosa Manchón is Professor of Applied Linguistics in the Department of English at the University of Murcia, Spain. Her research explores L2 writing from the perspective of the connection between L2 writing and L2 learning. Her work has appeared in the form of journal articles in flagship journals, book chapters, and edited journal special issues and books. The latter include Writing in foreign language contexts. Learning, teaching, and research (Multilingual Matters, 2009), Learning to write and writing to learn in an additional language (John Benjamins, 2011), L2 writing development. Multiples perspectives (De Gruyter, 2012), Task-based language learning. Insights from and for L2 writing (John Benjamins, 2014. With Heidi Byrnes), Handbook of second and foreign language writing (De Gruyter, 2016.With Paul Matsuda), Writing and language learning. Advancing research agendas (2020, John Benjamins), Handbook of second language acquisition and writing (2022, Routledge. With Charlene Polio), Research methods in the study of L2 writing processes (under contract/2023, John Benjamins. With Julio Roca), “L2 writing and feedback processing and use in pen and paper and digital environments. Advancing research and practice” (guest-edited issue in Studies in Second Language Learning and Teaching, 2023. With Yvette Coyle), and “Individual differences and L2 writing: Expanding SLA research” (guest-edited issue in Studies in Second Language Acquisition, 2023. With Cristina Sanz). She has also served the profession in various capacities, including work for professional associations and different editorial positions: She is past Editor of the Journal of Second Language Writing (2008-2014) and current Chief Editor of the book series “Research Methods in Applied Linguistics”, published by John Benjamins.