The role of feedback literacy in written corrective feedback research : from feedback information to feedback ecology
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.
Citation
Chong , SW 2022 , ' The role of feedback literacy in written corrective feedback research : from feedback information to feedback ecology ' , Cogent Education , vol. 9 , no. 1 . https://doi.org/10.1080/2331186X.2022.2082120
Publication
Cogent Education
Status
Peer reviewed
Type
Journal article
Rights
Copyright © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
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