The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology

Research on written corrective feedback (WCF) has received sustained interest in the field of second language acquisition and education. This viewpoint article extends theoretical conceptual discussion WCF research by introducing notions “feedback literacy” ecology”. In this article, I first review three strands research. Then, argue for need to shift focus our investigation from information (focusing impact feedback), process learners “and teachers” perception ecology learners’ teachers’ engagement influences such engagement). Putting forward a ecology” framework that is informed Ecological Systems Theory, Actor-network Complex Dynamic suggest tasks future studies, highlighting affordances qualitative methodologies as narrative inquiry.