This chapter discusses different forms of teacher-introduced corrective feedback – the backbone of language teaching – and students’ responses to it. How can university teachers use corrective feedback to promote clarity and transparency? And what resource allocations and constraints may affect these teaching-learning processes? The chapter also discusses the link between corrective feedback and the EU’s second language teaching system. It is further argued that student-centered, self-governed learning is important in European higher education, and that this, in turn, calls for learning situations where reflective self-correction among students is encouraged. Consequently, given the importance of, and need for, such learning environments, this chapter reminds the reader that student-introduced feedback should be encouraged and seen as a natural part of the teaching and learning process. Student-introduced feedback provides students with opportunities to offer feedback about the teaching-learning that is taking place, as well as about their perspectives on their own learning experiences. A key point in this chapter, therefore, is that learners may improve their language skills at a faster rate and with higher quality if they are provided with opportunities to reflect on and take active part in their own learning.
Springer Netherlands, 2013. 141-149 p.