Is Less Really More? The Case for Comprehensive Written Corrective Feedback

An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range errors (comprehensive feedback) or focus on few error types (focused in learners’ L2 writing. Despite limited evidence, it argued that comprehensive WCF unsystematic, inconsistent, confusing, intimidating; can cognitively affectively overwhelm learners may dilute attention WCF. This paper aims first respond call into question these other arguments against WCF, then puts forward some focused In doing so, draws dominant SLA theories empirical research findings lend support rebuttals arguments. Some concrete suggestions are made help teachers fully exploit potentials approach.