ABSTRACT
The timing of corrective feedback (CF) refers to the juncture in the instructional sequence when learners’ errors are addressed. CF can be provided immediately after an error, or it can be delayed until a later point in time. Most research into orally provided CF has been conducted on types of CF provided immediately following errors. However, there is an emerging interest in investigating delayed CF and in comparing the effects of immediate to delayed CF. This chapter begins by considering how theoretical explanations for second language (L2) development have influenced the views about when CF should be provided and the interest in investigating that question. Then, three frameworks that explain why immediate and delayed CF might facilitate L2 development are outlined. Next, an overview is provided of the empirical findings on the timing of oral CF. This overview is followed by guidance for future research. The chapter concludes with a discussion of potential pedagogical implications of CF timing research.
