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ELT Journal Advance Access published online on May 20, 2008
ELT Journal, doi:10.1093/elt/ccn023
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© The Author 2008. Published by Oxford University Press; all rights reserved.

A typology of written corrective feedback types

Rod Ellis

Rod Ellis is Professor in the Department of Applied Language Studies and Linguistics, University of Auckland, where he teaches postgraduate courses on second language acquisition and task-based teaching. He is also Visiting Professor at Shanghai International Studies University. His books include Understanding Second Language Acquisition (BAAL prize 1986) and The Study of Second Language Acquisition (Duke of Edinburgh prize 1995). His recent books include Task-Based Learning and Teaching (2003) and (with Gary Barkhuizen) Analyzing Learner Language (2005). He has also published several English language textbooks, including Impact Grammar (Pearson: Longman). He is the editor of the journal Language Teaching Research

Email: r.ellis{at}auckland.ac.nz


  Abstract

As a basis for a systematic approach to investigating the effects of written corrective feedback, this article presents a typology of the different types available to teachers and researchers. The typology distinguishes two sets of options relating to (1) strategies for providing feedback (for example, direct, indirect, or metalinguistic feedback) and (2) the students' response to the feedback (for example, revision required, attention to correction only required). Each option is illustrated and relevant research examined.

Revised version received December 2007


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