The Role of Corrective Feedback in Second Language Acquisition within the Saudi Educational Context

Abstract

This paper is a review of previous research that examines the role of corrective feedback in second language acquisition, specifically in Saudi educational settings. It provides a theoretical background on the definition and types of corrective feedback, as well as different perspectives from researchers on whether or not it improves second language learners' linguistic input. The researchers investigate the problems caused by insufficient corrective feedback in various Saudi educational settings, indicating a lack of awareness and ineffective approaches taken by educators in addressing second language learners' errors. They also emphasize the significant value of corrective feedback in the Saudi context. Therefore, this review aims to provide essential information that should be considered by second language teachers and researchers. Additionally, it highlights potential pedagogical implications that should be addressed in the future to resolve certain challenges related to corrective feedback.