Existing research on second or foreign (L2) feedback

The gap

Evidence profile

Stated in the limitations and abstract and future work sections of the source papers, classified as general, drawn from work published between 2022 and 2026, spanning 4 journals. Those papers have been cited 3 times in total.

Supporting evidence — 4 representative gaps

• Model-based feedback in digital writing: effects on young EFL learners’ writing processes and text features (2026) · Asian-Pacific Journal of Second and Foreign Language Education · doi

  While these findings extend current understandings of children’s feedback uptake and writing behaviors, they need to be interpreted with caution. The sample was small and the interval between drafts was short, so further work with larger and more diverse samples is needed to clarify how feedback type relates to writing fluency and text quality. Given the brevity of the narratives, characters-per-minute and words-per-minute indices are likely to be relatively unstable, and we therefore discuss them together with the clausal and pausing measures rather than in isolation. The same brevity meant that each learner produced only a modest number of noticing comments, so the noticing results should be read as patterns in a limited set of reported features rather than as a complete record of everything learners might have noticed. Moreover, the long-term effects of model-based noticing on acquisition remain uncertain, as this study only captured immediate rewriting behavior. Future research should examine whether uptake of linguistic forms from model texts contributes to durable linguistic development. Finally, individual cognitive differences, such as working memory or attention control, may shape learners’ ability to benefit from model-based feedback but were not included in our design. Criado et al. Asian. J. Second. Foreign. Lang. Educ.

  generalstated in limitationsevidence 5/5
  Keywords: feedback model uptake writing brevity minute rather noticing learners based linguistic extend current understandings children
• Unveiling the antecedents of feedback-seeking behavior in L2 writing: The impact of future L2 writing selves and emotions (2025) · Assessing Writing · cited 2× · doi

  While existing research on second or foreign (L2) feedback has predominantly focused on the effectiveness of various feedback practices and their impacts on writing performance, limited attention has been devoted to learners’ proactive role in seeking feedback, and how this important yet underexplored construct correlates with conative and affective variables remains insufficiently examined.

  generalstated in abstractevidence 5/5
  Keywords: feedback existing second foreign predominantly focused effectiveness various practices impacts writing performance limited attention devoted
• The impact of models and reformulations on EFL primary school children's noticing and written output (2022) · Instructed Second Language Acquisition · cited 1× · doi

  The present study aims to contribute to the literature about written corrective feedback (WCF) by addressing two under-researched aspects: on the one hand, making a comparison of models and reformulation as to their effect in noticing and incorporation of linguistic features in learners’ revised drafts; on the other hand, exploring the use of these WCF types by a group of 28 primary school learners (11–12 years old) engaged in collaborative writing.

  generalstated in abstractevidence 5/5
  Keywords: hand learners present aims contribute literature written corrective feedback addressing researched aspects making comparison models
• Die Wirkung des multimodalen Feedbacks auf die Schreibfertigkeit von Deutschlernenden (2026) · Diyalog Interkulturelle Zeitschrift Für Germanistik · doi

  https://doi.org/10.3389/fpsyg.2023.1283625 language Hattie, John (2023): Visible learning: the sequel. A synthesis of over 2,100 meta-analyses related to achievement. London: Routledge. https://doi.org/10.4324/9781003380542 Hattie, John / Timperley, Helen (2007): The power of feedback. Review of Educational Research 77(1), 81–112. https://doi.org/10.3102/003465430298487 Hyland, Fiona (1998): The impact of teacher written feedback on individual writers. Journal of Second Language Writing 7(3), 255–286. https://doi.org/10.1016/S1060-3743(98)90017-0 Kerr, Philip (2020): Giving feedback to language learners. Cambridge: Cambridge University Press. Kleppin, Karin (1998): Fehler und Fehlerkorrektur. Berlin u.a.: Langenscheidt. Kluge, Friedrich (1989): Etymologisches Wörterbuch der deutschen Sprache (22. Auflage). Berlin u.a.: Walter de Gruyter. Koo, Terry K. / Li, Mae Y. (2016): A guideline of selecting and reporting intraclass correlation coefficients 155-163.

  generalstated in future workevidence 5/5
  Keywords: https language feedback hattie john cambridge berlin fpsyg visible learning sequel synthesis meta analyses related

Questions about this gap