Input-Providing and Output-Pushing E-Feedback in L2 Pragmatics

Studies on corrective feedback (CF) have grown dramatically over the last 30 years in L2 research (Lyster and Saito 2010). Ellis (2010: 335) justified the thirst for such concomitant interest in CF studies by explaining that “CF is of both theoretical relevance to SLA researchers and of practical concern to language teachers and partly in the fact that it is a highly researchable phenomenon.” However, Brown (2014) believed that CF studies are mainly inspired by the major shift toward communicative language teaching with a focus on form in SLA pedagogy and the long-standing interactionist tradition in theory. Thus, CF studies have incrementally started to become a major component in various areas of L2 learning and teaching studies (e.g., Li 2018; Nassaji 2017; Russell and Spada 2006) and to a lesser extent interlanguage pragmatics (Nguyen et al. 2017; Lyster et al. 2013; Uso-Juan and Martinez-Flor 2008).