Feedback, Response, and Learner Development: A Sociocultural Approach to Corrective Feedback in Second Language Writing

Error correction has been one of the central themes in accounting for potential gains second language (L2) writing. While a wide range empirical studies focused on effects written corrective feedback (WCF) learners’ writing outcomes, few them have specifically examined process, or its role as shaping force learner development. Underpinned by sociocultural framework L2 acquisition, present study examines development mutually mediated teacher and response during dyadic sessions error correction. The socioculturally informed approach, dynamic (DCF), operates via dialogic, collaborative negotiation over errors between an expert novice, which is scaffolded tailored toward competence. Data collected from three Chinese EFL texts tutorial show that idiosyncrasies are evident trajectory, not always linear but recursive. It suggested teachers attend to individual needs abilities when providing so facilitate sustainable