Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine

The gap

Consensus across the literature

Supporting evidence — 6 representative gaps

• Factors Influencing Spanish Instructors’ In‐Class Feedback Decisions (2016) · doi

  Investigating how instructors make in‐class feedback decisions has not been thoroughly explored, despite the fact that classroom feedback occurs at the discretion of the individual language instructor and evidence from case studies that feedback provision varies greatly between instructors (recently reviewed in Lyster, Saito, & Sato, ).

  Keywords: feedback instructors investigating make class decisions thoroughly explored despite fact classroom occurs discretion individual language
• Teachers’ Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program (2021) · doi

  Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and practices of corrective written feedback (WCF) among FFL teachers.

  Keywords: foreign language feedback despite ample examining second teacher situated french contexts scarce particular examine beliefs
• Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students' perceptions (2020) · doi

  Although research has found benefits for such tasks (Storch, 2019, Lang Teach , 52 , 40–59; Taguchi & Kim, 2016, Appl Linguist , 37 , 416–437), variation in how different types of synchronous written corrective feedback (SWCF) in such a setting impacts students' language learning and their perception of SWCF has not been examined.

  Keywords: swcf found benefits tasks storch lang teach taguchi appl linguist variation different types synchronous written
• Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy (2020) · doi

  While there has been much research detailing how English as a foreign language (EFL) students attending English for academic purposes (EAP) courses struggle with a wide array of challenges when adjusting to university English-medium instruction, how these students use feedback to self-regulate their academic English learning and what contributes to or hinders this remain unknown.

  Keywords: english students academic there detailing foreign language attending purposes courses struggle wide array challenges adjusting
• フィードバックによる学術的社会化―EAP授業における教師のポスト・パフォーマンスフィードバックの会話分析 Socializing Students into Academics Through Feedback—Conversation Analysis of Teacher’s Post-performance Feedback to EAP Classroom Presentation (2022) · doi

  Future studies should examine a variety of teachers’ post-performance feedback practices in EAP or ESP (English for Specific Purposes) classrooms so that a knowledge base of pedagogically meaningful feedback practices is developed and made available for the language teachers today to rely on when they teach classes where the educational focus is not only the linguistic aspects of the target language, but the content or academic/professional competencies.

  Keywords: teachers feedback practices language future examine variety post performance english specific purposes classrooms knowledge base
• Feature: Transforming the Feedback Paradigm: A Qualitative Study Examining a Student-Centered, Question-Based Pedagogy in College Composition and Literature Courses (2021) · doi

  This study’s findings suggest that question-based pedagogy has the potential to address a gap in the research on feedback and response while also transforming the labor of feedback, benefiting student writers, and mitigating common feedback concerns for both students and instructors.

  Keywords: feedback suggest question based pedagogy potential address response transforming labor benefiting student writers mitigating common