Abstract

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

摘要

书面纠正反馈（WCF）的研究在第二语言习得和语言教育领域受到了持续的关注。这篇观点文章通过引入“反馈素养”和“反馈生态学”的概念，扩展了关于 WCF 研究的理论和概念讨论。在本文中，我首先回顾了 WCF 研究的三个方面。然后，我主张需要将我们调查的重点从反馈信息（关注反馈的影响）转移到反馈过程（关注学习者“和教师”对反馈的感知），再到反馈生态学（关注学习者和教师对反馈的参与以及这种参与的影响）。提出以生态系统理论、行动者网络理论和复杂动态系统理论为基础的“反馈生态”概念框架，