About this Research Topic
Second language teaching and learning can be seen as an interaction between the learners and their teachers, where both participants use their language competences to build a common understanding of the world in the target language, even though the teacher is in command of the target language while the learners are only acquiring it. This kind of unequal level of competence combined with the centuries-long tradition of the role of the teacher as a corrector presents a double challenge to real communication in the second language classroom. Even nowadays, errors are seen as a severe problem, in spite of all the research in interlanguage development and our understanding that every language learner has to go through the process of fitting in the new language in their existing language repertoire.
Corrective feedback is to be seen as interaction, modified input, and negotiation for meaning. The concept of negotiation of meaning can become even more important as different automatic correction tools become part of our everyday communication. But if we delegate the development of language learners' lexical and syntactic accuracy to automated tools in writing, will their oral communication improve? This question can be answered if we adopt an experimental stance on corrective feedback. New research on corrective feedback should provide different options for second language teachers too.
The Research Topic seeks to address the themes including but not limited to:
- focused, unfocused, automated, non-automated, corrective, peer-to-peer, expert-peer feedback in L2 acquisition, instruction and assessment
- L2 learners' internal self-regulated learning processes and feedback, including initial, desired and perceived outcome performances
- the long-term learning effects of feedback
- the interaction of task complexity and feedback
- expert-peer and peer-to-peer feedback provided through an online modality
- teachers' and learners' views about feedback
- feedback and individual learners' differences
The article collection seeks to encourage theoretical and empirical research, pilot studies, opinion papers and reviews (scoping/systematic reviews, meta-analysis).
Corrective feedback is to be seen as interaction, modified input, and negotiation for meaning. The concept of negotiation of meaning can become even more important as different automatic correction tools become part of our everyday communication. But if we delegate the development of language learners' lexical and syntactic accuracy to automated tools in writing, will their oral communication improve? This question can be answered if we adopt an experimental stance on corrective feedback. New research on corrective feedback should provide different options for second language teachers too.
The Research Topic seeks to address the themes including but not limited to:
- focused, unfocused, automated, non-automated, corrective, peer-to-peer, expert-peer feedback in L2 acquisition, instruction and assessment
- L2 learners' internal self-regulated learning processes and feedback, including initial, desired and perceived outcome performances
- the long-term learning effects of feedback
- the interaction of task complexity and feedback
- expert-peer and peer-to-peer feedback provided through an online modality
- teachers' and learners' views about feedback
- feedback and individual learners' differences
The article collection seeks to encourage theoretical and empirical research, pilot studies, opinion papers and reviews (scoping/systematic reviews, meta-analysis).
Keywords: second language (L2) acquisition, L2 instruction, L2 assessment, feedback, L2 learners, L2 teachers, L2 classroom
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
