The Theoretical Expectation of the Effect of Written Corrective Feedback From Sociocultural Perspective

This chapter explains how written CF should be provided within a socio-cultural framework. Sociocultural researchers believe learning occurs “in” instead of “by” the interaction between the learner and the teacher. When the learner needs less “other-regulation” or has better “self-regulation” during the scaffolded interaction, learning occurs. Scaffolding means that facilitation varies according to the learner's need. For the optimal facilitation of learning, scaffolding should be within the learner's ZPD. Therefore, it is fair to assume that scaffolded written CF within the learner's ZPD has the potential to facilitate the desired L2 learning.