其他摘要：This paper argues that corrective feedback is effective in improving L2 student writers’ written accuracy, and what educational researchers should be concerned with is not only if corrective feedback should be used in writing practice, but also how. Two studies are analyzed to argue that corrective feedback is beneficial for students’ writing performance, but some types of feedback can lead to writing development in some aspects, while can result in negative effects in others. Also, an interaction approach and the skill acquisition theory are used to provide theoretical framework to each of the two studies, and to back up the usefulness of corrective feedback. In addition, some of the argument about the ineffectiveness of corrective feedback is refuted empirically and theoretically to further prove its effectiveness in L2 writing practice.
