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Table 2 Key differences between oral and written corrective feedback (Adapted from Pawlak, 2014)
| Oral corrective feedback | Written corrective feedback |
|---|---|
| Corrective force may not always be clear | Corrective force is usually clear |
| The feedback is publically available | Feedback only on one’s own errors |
| The feedback is provided online and offline (i.e., immediate and delayed) | The feedback is provided only offline (i.e., it is delayed) |
| Relatively straightforward focus (i.e., target language form) | Considerable complexity of focus (i.e., many aspects of second language writing) |
| Both input-providing (e.g. recast) or output-inducing (e.g. clarification request) corrective techniques are available | Both input-providing (direct correction) or output-inducing (indirect correction) corrective techniques are available |
| The feedback can be explicit (overt) as well as implicit (covert) | The feedback can only be explicit (overt) as the intervention is evident |
| The correction can be conducted by the teacher, the learner who erred, or a peer | The correction can be conducted by the teacher, the learner who erred, or a peer |
| Metalinguistic information possible | Metalinguistic information possible |
| Conversational or didactic | Mostly didactic |
| Possible direct impact on implicit, procedural knowledge | Only explicit, declarative knowledge affected in the main |
