摘要: In different parts of the world second language (L2) teachers devote a massive amount time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, fraught with problems for both students. Nonetheless, it remains prevalent practice many L2 contexts. this position paper, I argue that more not better, but instead less more. After presenting emanating from comprehensive focused approach examine its benefits Through discussing five impediments implementation scrutinize refute counter-claims, bolster my overall argument support feedback. conclude paper recommendations action teachers, teacher educators researchers.
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