Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts

Abstract The current study aims to explore the development of research on feedback scope in written corrective feedback (WCF), identify unresolved issues concerning feedback scope, and offer recommendations for further research in this domain. To achieve these purposes, we synthesize a total of 59 relevant articles and examine the salient findings on four dimensions: (1) effectiveness of comprehensive WCF; (2) effectiveness of focused WCF; (3) relative effectiveness of focused and unfocused/comprehensive WCF; and (4) student and teacher beliefs and attitudes about comprehensive and focused WCF. Next, we investigate the unresolved issues by identifying some under-explored topics including the comparison of comprehensive and focused WCF, the combination of comprehensive and focused WCF, and individual and contextual factors in feedback scope. Methodological gaps in existing research are considered, such as an imbalance in research methodologies and research methods. Drawing upon findings of the review, we offer a number of recommendations for further work on feedback scope in WCF. The present review can add valuable information to previous syntheses that focused on quantitative research, augmenting existing WCF scholarship by zeroing in research on feedback scope that employs not only quantitative but also qualitative and mixed-methods approaches.