%0 Journal Article
%T Written Corrective Feedback: The Practitioners¡¯ Perspective
%A Norman W. Evans
%A K. James Hartshorn
%A Emily Allen Tuioti
%J International Journal of English Studies (IJES)
%D 2010
%I Universidad de Murcia
%R 10.6018/ijes.10.2.119191
%X Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons. Durante las ¨²ltimas d¨¦cadas se ha prestado bastante atenci¨®n a la pertinencia del empleo de feedback correctivo (FC) sobre los textos producidos por los alumnos en una segunda lengua. Aunque hay bastantes descripciones sobre c¨®mo se emplea el FC en el aula, muchas de las afirmaciones sobre la pr¨¢ctica docente no tienen una base cient¨ªfica ya que son pocos los estudios en los que se ha preguntado directamente a los profesores el lugar que el FC ocupa en sus clases (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). Esta escasez de datos es problem¨¢tica ya que las percepciones de los profesores sobre el del FC son fundamentales a la hora de entender su puesta en pr¨¢ctica. Teniendo todo ello en cuenta, este art¨ªculo presenta un estudio que plantea dos preguntas de investigaci¨®n fundamentales: (a)  En qu¨¦ medida proporcionan FC los profesores de escritura en L2? y (b)  Cu¨¢les son los factores que determinan ese uso o falta de uso? Por medio de una encuesta internacional, 1053 profesores de escritura en L2 en 69 pa¨ªses diferentes contestaron a estas preguntas. Los resultados indican que el FC es una pr¨¢ctica pedag¨®gica com¨²n en L2 que se lleva a cabo por docentes experimentados y bien formados teniendo en cuenta s¨®lidos motivos pedag¨®gicos.
%K error correction
%K L2 writing
%K written corrective feedback
%U http://revistas.um.es/ijes/article/view/119191