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Frontiers in Educational Research, 2021, 4(14); doi: 10.25236/FER.2021.041402.

A brief overview of the effectiveness of implicit and explicit feedback in Second Language Acquisition


Nan Kang

Corresponding Author:
Nan Kang

School of Languages, Linguistics, Queen Mary University of London, England, UK


This academic essay is an assessed coursework in Second Language Acquisition (2018) for taught postgraduate in School of Languages, Linguistics, and Queen Mary University of London. This essay firstly provides detailed definitions and research examples of different CF categories in order to distinguish and further exemplify the features. Then, the essay confirms the general effectiveness of explicit and implicit CF and points out the overlap between teacher's intentions and learner’s perceptions might differ due to a few variables, which is necessary to pay attention to in SLA classroom. The rest of the essay analyzes three dominant variables that may influence expected language teaching results, which is, linguistic targets, learner’s language proficiency, and learner’s ages. Since the three influential factors interact to impact CF effectiveness, it is necessary for teachers to consider them when deciding the type and form of provided feedback in different situations.


Second Language Acquisition, teacher’s feedback, explicit feedback, implicit feedback

Cite This Paper

Nan Kang. A brief overview of the effectiveness of implicit and explicit feedback in Second Language Acquisition. Frontiers in Educational Research (2021) Vol. 4, Issue 14: 5-12. https://doi.org/10.25236/FER.2021.041402.


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