Since the publication of ‘the case against grammar correction in L2 writing classes’ in 1996, written corrective feedback has become a controversial issue in second language writing instruction (Lee, 2020; for a review, study Reinders & Mohebbi, 2018) as far as almost every single article investigating the effect of feedback on L2 writing improve- ment refers to this paper (citation =2480). On the one hand, Truscott, in a series of re- search publications (Truscott, 1996, 1999, 2001, 2004, 2007, 2009, 2010, 2016; (Truscott: The efficacy of written corrective feedback: A critique of a meta-analysis, unpublished); Truscott & Hsu, 2008) argued against the perceived and claimed positive effect of written corrective feedback on improving writing accuracy of L2 learners. On the other hand, some well-known scholars such as Bitchener (2008, 2012a, 2012b), Bitchener and Ferris (2012), Bitchener and Knoch (2008, 2009a, 2009b, 2009c, 2010, 2015), Ellis (2009), Ferris (1995, 1997, 1999, 2002, 2003, 2004, 2010, 2012, 2014, 2015), Guenette (2007), Hyland (2010), and Lee (2013, 2016), to name but a few, have studied the potential role of written corrective feedback in L2 writing from different perspec- tives to provide support for the positive role of correction in L2 writing and offer strat- egies for L2 language writing teachers. After 25 years, we may have a better picture of the research findings to evaluate correction effectiveness in L2 writing. Therefore, we interviewed Professor John Truscott to have his feedback on feedback research.
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