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Arnold & Brown (1999) also view corrective feedback as one of the major causes for language learner anxiety.

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In the 2008 study of Ellis, he reviewed a number of studies where it is clearly seen that teachers employ various corrective strategies and that factors such as instructional contexts, pedagogic focus, style of teaching, etc, affect the strategies they employ.

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In this sense, Ellis (2009a) makes clear that what is best for one learner in one context will not necessarily be best for the same learner (or another learner) in a different context.

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As an implicit negative feedback, recasts refer to those instances in which an interlocutor rephrases an incorrect utterance with a corrected version, while maintaining the integrity of the original meaning (Gass, 2003).

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In the 2007 research of Mackey, he made a research synthesis of 75 studies on input and interaction. It was found that 51 of them focused on negative evidence, and only four of them involved positive evidence.

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Language teachers or other students in the classroom can provide CF, as can native speakers or other non-native speakers in naturalistic settings (Sheen, 2011).

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