Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms

This article reviews research on oral feedback in the field of second language (L2) education to identify three main factors that play a part in teachers' giving and students’ responding to oral feedback. Theoretical perspectives supporting oral feedback are first presented to broadly define oral feedback, conceptualising it as an instructional input, a dialogic process and an internal process. Empirical studies are then reviewed, revealing that...