CORRECTIVE FEEDBACK IN FOREIGN LANGUAGE CLASSES: DOES EVERY WAY LEAD TO THE SAME ACHIEVEMENT?

Abstract

Corrective feedback (CF) plays a crucial role in second language acquisition, yet its pedagogical
value remains contested across theoretical frameworks. This essay investigates CF’s impact in language
classrooms by synthesizing nativist, cognitive, and sociocultural theories alongside empirical studies. It
argues that while CF can inhibit fluency if misapplied, it serves as a crucial scaffold for learner noticing,
restructuring, and development when tailored to individual needs. The paper explores distinctions between
error and mistake, global versus local errors, and outlines how age, attention, and cognitive readiness
influence CF effectiveness. Ultimately, the essay supports a flexible, learner-sensitive approach to CF that
enhances communicative competence through guided correction and interactive feedback.