Using Corrective Feedback to Promote L2 Writing from a Sociocultural Theory Perspective

Abstract

Language research has concerned about the way teachers correct second language learners’ writing. Corrective feedback (CF) focusing on the language deviancy arouses heated discussions since there are disagreements about the effects of corrective feedback on L2 learning. Arguments claim that CF is the inefficient and has demotivating factor on learners. However many empirical research verify the benefits of corrective feedback. The purpose of the study is adopting a sociocultural perspective to understand CF. By making an overview of sociocultural theory in L2 learning to address the questions and doubts listed by CF research, the study finds that the effects of CF can be maximized.