Written corrective feedback (WCF) is one of the most common second language (L2) classroom practices but is also strikingly controversial in regard to its effects and theoretical rationale. Simply put, teachers use it every day without knowing whether it really works. This book insightfully tackles the controversies surrounding WCF by addressing and connecting two distinct strands of inquiry on the topic: the SLA and the L2 writing perspectives. The pioneering bridging of these strands by two prominent advocates of WCF—Bitchener (a SLA researcher) and Ferris (a L2 writing researcher)—is a significant contribution to both fields, especially considering that the written modality has been marginalized in SLA research, and L2 writing and composition research needs to look more closely at L2 students’ needs and concerns in the domain of L2 accuracy.

The book consists of eight intimately connected chapters organized under three overarching themes: theory (chapters 1 and 2), research (chapters 3, 4, and 5), and practice (chapters 6, 7, and 8). Discussion about theories in the first two chapters is mainly framed by a conceptualization of error and error treatment with a comprehensive overview of the history of each line of inquiry. As a response to the key issues identified in the two theory chapters, the following three research chapters provide a critical review of existing empirical studies in both fields; chapter 3—focusing on SLA research—centers around refuting Truscott’s (Reference Truscott1996) well-known and formidable rebuttal of WCF, whereas chapter 4—looking at composition research—argues for a more cautious interpretation of earlier studies to ensure a balanced and responsible treatment of WCF. Chapter 5 then follows with an exploration of possible future directions for WCF research.

Proposing that, given the reported increasingly positive effects of WCF along with a lack of explicit negative effects, WCF in both areas (i.e., SLA and writing) should be sustained, the authors use the last three chapters to discuss classroom applications of WCF in L2 and L2 composition classrooms. Chapters 6 and 7 offer practical suggestions to deal with what, why, when, and how questions concerning applications of WCF, supplemented by extensive down-to-earth examples of WCF in use. The step-by-step guidelines for preparing SLA researchers and L2 composition teachers provided in the final chapter reflect the authors’ considerable hands-on experience with teachers and the valuable insights they can offer as a result of their extensive theoretical and pedagogical knowledge of WCF.

This book is bound to be a useful resource for emerging and established researchers, teacher educators, classroom teachers, and graduate students interested in SLA and L2 writing. The comprehensive state-of-the-art review of scholarly work in the two fields features (a) appropriate and helpful quotes from various sources and (b) a clear and systematic display of complex information regarding WCF. Furthermore, the book’s reader-friendly organization and presentation of material will resonate with all readers. The authors’ extensive use of guiding comments and summary or synthesis statements will also be attractive to them. The authors have succeeded in creating an information-rich and reader-accessible book that has something of value for anyone interested in WCF.

However, some readers might benefit less from this volume than others. First of all, readers with an interest in a sociocultural perspective on WCF may experience some disappointment. Bitchener and Ferris do acknowledge the importance of adopting a sociocultural perspective on WCF study to better understand the interaction between contextual features and WCF. Still, they conceptualize WCF from a positivistic approach in which contextual features are treated as additional “measurable” variables for a causal explanation about the effects of WCF. Such a conceptualization of WCF does not correspond to the understanding of learning from a sociocultural perspective as a joint social action rather than a linear delivery of knowledge a priori. Also, it is doubtful that the authors’ enthusiastic support of WCF will sound persuasive enough to many nonproponents (not necessarily opponents) of WCF. If it is the case that teachers should continue the practice of using WCF because there is not sufficient negative evidence of its effects, it would also be reasonable to limit such practice until convincing positive evidence of its effects is found. Still, the authors’ extensive knowledge of and experience with WCF, as clearly evidenced in this book, positions this volume to generate more constructive debate and discussion on this important topic.