Foreword

Rosa M. Manchón

doi:10.37213/cjal.2025.35714

Editorial

Vol. 28 No. 1 (2025): Special Issue: Written corrective feedback in L1 and L2 in higher education: An international perspective

Foreword

Rosa M. Manchón^▸^▾

PDF

DOI: https://doi.org/10.37213/cjal.2025.35714
Submitted: September 15, 2025
Published: 2025-09-24

Abstract

References

Bitchener, J. (2019). The intersection between SLA and feedback research. In K. Hyland, & F. Hyland (Eds.). Feedback in second language writing. Contexts and issues (pp. 85-105). Cambridge University Press.
Bitchener, J. (2021). Written corrective feedback. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching (pp. 207-225). Cambridge University Press. https://doi.org/10.1017/9781108589789.011
Boggs, J., & Manchón, R. M. (2023). Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas. Assessing Writing, 58.
Crosthwaite, P., Ningrum, S., & Lee, I. (2022). Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF. Journal of Second language Writing, 58. https://doi.org/10.1016/j.jslw.2022.100934
Elola, I., & Oskoz, A. (2022). Reexamining feedback on L2 digital writing. Studies in Second Language Learning and Teaching, 12(4), 575-595. https://doi.org/10.14746/ssllt.2022.12.4.3
Han, Y., & Xu, Y. (2019). Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181-196. https://doi.org/10.1080/13562517.2019.1648410
Ishikawa, M., & Révész, A. (2024). Written languaging, learners’ aptitude, and L2 learning through dictogloss tasks. In S. Li (Ed.), Individual differences in task-based language learning and teaching (pp. 140-160). John Benjamins.
Ishikawa, M., & Suzuki, W. (2023). Effects of written languaging on second language learning: Mediating roles of aptitude. The Modern Language Journal, 107, 95–112. https://doi.org/10.1111/modl.12817
Kang, E. Y., & Han, Z.H. (2022). Written corrective feedback: Short-term and long-terms effects on language learning. In R. M. Manchón, & C. Polio (Eds.), Routledge handbook of second language acquisition and writing (pp. 213-225). Routledge.
Karim, K., & Nassaji, J. (2020). The effects of written corrective feedback: A critical synthesis of past and present research. Instructed Second Language Acquisition, 3(1), 328–352, https://doi.org/10.1558/isla.37949
Kartchava E., & Nassaji, H. (2021). Corrective feedback in mobile technology-mediated contexts. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 520-538). Cambridge University Press.
Leow, R. (2015). Explicit learning in the classroom. A student-centered perspective. Routledge.
Leow, R., & Manchón, R. M. (in press). Enhancing L2 learning through cognitive feedback processing. In R. Leow, & A. M. Tabari (Eds.), Cognition in second language writing: Connecting theory, methodology, research, and pedagogy. Routledge.
Manchón, R. M. (2023). The psycholinguistics of second language writing. In A. Godfroid, & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 400-412). Routledge.
Manchón, R. M., & Leow, R. P. (2020). An ISLA perspective on L2 learning through writing. Implications for future research agendas. In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 335-355). John Benjamins.
Mao, Z., Lee, I., & Li, S. (2024). Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 57(4) 449–477. https://doi.org/10.1017/S0261444823000393
Papi, M., Bondarenko, A. V., Wawire, B., Jiang, C. & Zhou, S. (2020). Feedback-seeking behavior in second language writing: Motivational mechanisms. Reading and Writing, 33(2), 485–505. https://doi.org/10.1007/s11145-019-09971-6
Papi, M., Rios, A., Pelt, H., & Osdemir, E. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103(1), 205-226. https://doi.org/10.1111/modl.12538
Quinn, A. (2021). Corrective feedback timing and second language grammatical development: Research, theory, and practice. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 322-340). Cambridge University Press.
Roca de Larios, J., & Coyle, Y. (2022), Learners’ engagement with written corrective feedback in individual and collaborative L2 writing conditions. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 81-93). Routledge.
Storch, N. (2021). Written corrective feedback and learners’ objects, beliefs, and emotions. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 583-597). Cambridge University Press.

How to Cite

Manchón, R. M. (2025). Foreword. Canadian Journal of Applied Linguistics, 28(1), v-x. https://doi.org/10.37213/cjal.2025.35714

This work is licensed under a Creative Commons Attribution 4.0 International License.

[1] Bitchener, J. (2019). The intersection between SLA and feedback research. In K. Hyland, & F. Hyland (Eds.). Feedback in second language writing. Contexts and issues (pp. 85-105). Cambridge University Press.

[2] Bitchener, J. (2021). Written corrective feedback. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching (pp. 207-225). Cambridge University Press. https://doi.org/10.1017/9781108589789.011

[3] Boggs, J., & Manchón, R. M. (2023). Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas. Assessing Writing, 58.

[4] Crosthwaite, P., Ningrum, S., & Lee, I. (2022). Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF. Journal of Second language Writing, 58. https://doi.org/10.1016/j.jslw.2022.100934

[5] Elola, I., & Oskoz, A. (2022). Reexamining feedback on L2 digital writing. Studies in Second Language Learning and Teaching, 12(4), 575-595. https://doi.org/10.14746/ssllt.2022.12.4.3

[6] Han, Y., & Xu, Y. (2019). Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181-196. https://doi.org/10.1080/13562517.2019.1648410

[7] Ishikawa, M., & Révész, A. (2024). Written languaging, learners’ aptitude, and L2 learning through dictogloss tasks. In S. Li (Ed.), Individual differences in task-based language learning and teaching (pp. 140-160). John Benjamins.

[8] Ishikawa, M., & Suzuki, W. (2023). Effects of written languaging on second language learning: Mediating roles of aptitude. The Modern Language Journal, 107, 95–112. https://doi.org/10.1111/modl.12817

[9] Kang, E. Y., & Han, Z.H. (2022). Written corrective feedback: Short-term and long-terms effects on language learning. In R. M. Manchón, & C. Polio (Eds.), Routledge handbook of second language acquisition and writing (pp. 213-225). Routledge.

[10] Karim, K., & Nassaji, J. (2020). The effects of written corrective feedback: A critical synthesis of past and present research. Instructed Second Language Acquisition, 3(1), 328–352, https://doi.org/10.1558/isla.37949

[11] Kartchava E., & Nassaji, H. (2021). Corrective feedback in mobile technology-mediated contexts. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 520-538). Cambridge University Press.

[12] Leow, R. (2015). Explicit learning in the classroom. A student-centered perspective. Routledge.

[13] Leow, R., & Manchón, R. M. (in press). Enhancing L2 learning through cognitive feedback processing. In R. Leow, & A. M. Tabari (Eds.), Cognition in second language writing: Connecting theory, methodology, research, and pedagogy. Routledge.

[14] Manchón, R. M. (2023). The psycholinguistics of second language writing. In A. Godfroid, & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 400-412). Routledge.

[15] Manchón, R. M., & Leow, R. P. (2020). An ISLA perspective on L2 learning through writing. Implications for future research agendas. In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 335-355). John Benjamins.

[16] Mao, Z., Lee, I., & Li, S. (2024). Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 57(4) 449–477. https://doi.org/10.1017/S0261444823000393

[17] Papi, M., Bondarenko, A. V., Wawire, B., Jiang, C. & Zhou, S. (2020). Feedback-seeking behavior in second language writing: Motivational mechanisms. Reading and Writing, 33(2), 485–505. https://doi.org/10.1007/s11145-019-09971-6

[18] Papi, M., Rios, A., Pelt, H., & Osdemir, E. (2019). Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103(1), 205-226. https://doi.org/10.1111/modl.12538

[19] Quinn, A. (2021). Corrective feedback timing and second language grammatical development: Research, theory, and practice. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 322-340). Cambridge University Press.

[20] Roca de Larios, J., & Coyle, Y. (2022), Learners’ engagement with written corrective feedback in individual and collaborative L2 writing conditions. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 81-93). Routledge.

[21] Storch, N. (2021). Written corrective feedback and learners’ objects, beliefs, and emotions. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 583-597). Cambridge University Press.