Journal of Response to Writing Apr 2026 RSS Open Access

More Than Treating Errors: Bridging the Gaps and Expanding the Agenda for Scholarship on Teacher Written Feedback for L2 Writers

Goldstein, Lynn ; Kohls, Robert

Abstract

Teacher written feedback is a central area of L2 scholarship and writing teacher education yet considerable research has focused on written corrective feedback (WCF) with considerably less attention paid to discourse-level (DLF) teacher written feedback. Our article identifies the gaps in the current teacher written feedback scholarship, explains why these gaps are problematic, and provides detailed recommendations for an agenda that examines teacher DLF and students’ use of this feedback. Our goal is to encourage scholars to explore new avenues of research that better take into account what writing “is” and “does” as well as take into account the linguistically heterogenous reality of 21st century writing classrooms.

Journal
Journal of Response to Writing
Published
2026-04-21
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Topics
discourse analysis writing pedagogy teacher development revision multilingual writers
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