Corrective force may not always be clear
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Corrective force is usually clear
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The feedback is publically available
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Feedback only on one’s own errors
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The feedback is provided online and offline (i.e., immediate and delayed)
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The feedback is provided only offline (i.e., it is delayed)
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Relatively straightforward focus (i.e., target language form)
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Considerable complexity of focus (i.e., many aspects of second language writing)
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Both input-providing (e.g. recast) or output-inducing (e.g. clarification request) corrective techniques are available
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Both input-providing (direct correction) or output-inducing (indirect correction) corrective techniques are available
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The feedback can be explicit (overt) as well as implicit (covert)
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The feedback can only be explicit (overt) as the intervention is evident
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The correction can be conducted by the teacher, the learner who erred, or a peer
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The correction can be conducted by the teacher, the learner who erred, or a peer
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Metalinguistic information possible
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Metalinguistic information possible
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Conversational or didactic
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Mostly didactic
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Possible direct impact on implicit, procedural knowledge
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Only explicit, declarative knowledge affected in the main
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