CONTROVERSIES IN THE ROLE OF WRITTEN CORRECTIVE FEEDBACK IN L2 WRITING

Abstract

Truscott has strongly opposed the use of written corrective feedback in second-language writing classes. According to Truscott, written corrective feedback generates pseudo-learning that has a significant impact on the L2 development of learners. In response, experts in Second Language Acquisition and Second Language Writing addressed his argument. This paper examines the debates surrounding the function of written corrective feedback in L2 writing.