TESL Canada Journal

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Extensive research has been conducted about feedback on writing in both L1 and L2 classrooms. Although much of the research suggests that correcting grammar does not help students make long-term improvements, many teachers continue to believe that they must correct all errors. In addition, students report that they want teachers to mark errors. This article reports on the attitude of students of English as a foreign language when presented with feedback that that gives motivating, positive comments coupled with suggestions for improvement. Many students learned to accept this feedback, but many wanted the addition of correction of every grammatical error.