Overview

This book synthesizes findings from 20 recent empirical studies on corrective feedback (CF) in second language (L2) writing. The studies, employing various designs (pre-/post-/delayed post-test, quasi‐experimental, and meta-analytic approaches), examine diverse feedback modalities, including direct versus indirect CF, focused versus unfocused approaches, collaborative and automated feedback, and the effects of dynamic feedback timing. Overall, the evidence suggests that while direct feedback often produces rapid gains in grammatical accuracy, indirect and metalinguistic feedback may foster deeper processing and longer‐term retention. Collaborative and hybrid feedback models support improved revision outcomes and enhanced learner engagement. Implications for L2 writing instruction and directions for future research are discussed.

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