Definition:
Explicit corrective feedback is a type of corrective feedback in second language instruction in which the error is explicitly identified and the learner is informed that their form is incorrect, often accompanied by the target form and/or a metalinguistic explanation. Examples include: “No, we say ‘went’ not ‘goed’ — ‘go’ is irregular”; “You need the subjunctive here”; “That’s not quite right — can you try again?” Explicit corrective feedback contrasts with implicit corrective feedback (such as recasts), which reformulates the error without flagging it as wrong. Research in form-focused instruction generally supports explicit corrective feedback as more effective than implicit feedback for grammar features that are not acquired readily from natural interaction alone, particularly complex, low-frequency, or low-salience forms.
Types of Explicit Feedback
| Type | Description | Example |
|---|---|---|
| Explicit correction | Direct identification + correct form | “No, it’s ‘I went’, not ‘I goed’” |
| Metalinguistic feedback | Comment on form without providing target | “That tense is not correct — what rules do we have for irregular verbs?” |
| Elicitation | Prompt for self-correction | “I went…?” (pause, look) |
| Repetition with rising intonation | Repeat error with questioning intonation | “I goed?” |
Note: Elicitation and repetition are sometimes classified as semi-explicit.
Comparing Explicit and Implicit Feedback
| Feature | Explicit feedback | Implicit feedback |
|---|---|---|
| Error clarity to learner | High | Variable (often unnoticed) |
| Communicative disruption | Higher | Lower |
| Learner uptake | Higher | Often lower |
| Short-term accuracy | Often higher | Lower in immediate term |
| Naturalistic plausibility | Lower | Higher |
Effective Contexts for Explicit Feedback
Explicit feedback is particularly supported for:
- Complex morphosyntax: subjunctive, agreement, case systems
- Low-salience features: English third-person singular -s (low phonological weight)
- Learnable rules: features with clear, formulaic rule descriptions
- Written feedback contexts: where disruption to communicative flow is not an issue
For oral corrective feedback, the degree of explicitness must be calibrated with communicative authenticity and learner anxiety.
Written Explicit Corrective Feedback (WCF)
In L2 writing instruction, explicit written corrective feedback can be:
- Direct: teacher inserts correct form
- Indirect (coded): error type is marked but learner supplies correction
- Metalinguistic: written comment explains the error type
Research on written corrective feedback (Bitchener & Ferris, 2012) suggests explicit direct WCF can produce durable accuracy gains for certain form types (articles, prepositions).
History
The study of explicit corrective feedback was advanced by Lyster & Ranta (1997)’s taxonomy study, and has been tested in numerous experimental and quasi-experimental SLA studies. Norris & Ortega (2000)’s meta-analysis showed form-focused instruction (including explicit feedback) produces significantly stronger effects than no instruction.
Common Misconceptions
- “Explicit correction damages motivation” — while some learner anxiety is real, most learners prefer to be informed of errors when asked, particularly in planned (accuracy-focused) tasks; the concern is more relevant to high-anxiety spontaneous communication
- “Implicit feedback is always preferable” — for many grammar features, implicit feedback is insufficient because learners don’t notice it is a correction; explicit feedback fills this gap
Criticisms
- Excessive explicit correction of errors during communicative tasks can impede fluency development and may cause learner anxiety; timing and task type must match the feedback approach
Social Media Sentiment
Teacher communities debate whether and when to correct; learners generally appreciate knowing when they make errors while also wanting space to communicate without fear of constant interruption. Last updated: 2026-04
Practical Application
- Use explicit feedback selectively: during form-focused tasks, after completed fluency tasks, in written feedback
- Avoid explicit correction during free communicative tasks — reserve it for form-focused phases
Related Terms
- Corrective Feedback
- Implicit Feedback
- Written Corrective Feedback
- Oral Corrective Feedback
- Recast
- Noticing Hypothesis
See Also
Research
- Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. — Foundational taxonomy study.
- Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. — Meta-analysis supporting form-focused instruction including explicit correction.
- Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (pp. 3–25). Multilingual Matters. — Framework for explicit vs. implicit SLA instruction.