Virtual Booth

Although written corrective feedback (WCF) has been extensively researched for over three decades, Malaysian TESL/ELT programs at the tertiary level have yet to formally include systematic practice in teacher training. As a result, many English teachers and instructors remain unaware of the full range of WCF types available, leading to unsystematic, inefficient, and grammar-focused correction practices. This innovation introduces a Systematic WCF Inventory, consolidated from key international research (e.g., Truscott, 1996; Ferris, 1999; Matsumura, 2002; Bardine, 1999; Foote, 1999; Kroll, 1990), which identifies and categorises major WCF strategies alongside practical classroom examples and implementation guidelines. Designed as a teacher-friendly toolkit, the inventory enables educators to make informed decisions on appropriate feedback strategies based on learners’ proficiency levels while balancing grammar with other essential aspects of writing, such as content, vocabulary, organisation, and mechanics. By integrating technological tools such as Grammarly, Turnitin, and Web 2.0/3.0 platforms, the inventory also modernises feedback practices, reducing teacher workloads and promoting student engagement. This innovation is significant, as it bridges a 30-year gap in Malaysian TESL training, offering a scalable model for professional development, teacher education, and classroom use. In the end, the Systematic WCF Inventory helps teachers shift from random corrections to organised, research-based, and tech-supported methods, which can boost student motivation, improve writing quality, and enhance long-term language learning.