Abstract
Abstract
In the teaching of L2 writing, responding to student writing has often been described as the most time‐consuming enterprise for teachers. In many L2 writing classrooms, much of teacher attention is focused on providing feedback on linguistic errors, which is known as written corrective feedback (WCF) (also referred to as grammar feedback, error feedback, grammar correction, or error correction). WCF is based on an assumption that students cannot improve written accuracy if their writing is not corrected. Truscott (1996), however, argued for the ineffectiveness of WCF and total abandonment of grammar correction, which sparked a heated debate about the role of WCF in L2 writing classrooms. Since then, research on WCF has grown exponentially, and WCF has become one of the most popular research topics within the field of L2 writing. Equally, WCF has drawn the attention of L2 writing teachers who, in one way or another, share concerns about the amount of time they spend on WCF and are eager to find ways to maximize the benefits of WCF for their students. The crucial questions are: In what ways can WCF support L2 learning, and what are the implications for classroom practice? To answer the questions, this entry examines the role of WCF in L2 learning from cognitive and sociocultural perspectives. Drawing on insights from the dual perspectives, it discusses how WCF can be utilized as a pedagogical technique to facilitate L2 learning. The entry concludes with suggestions for future research.