Published online by Cambridge University Press: 26 February 2021
Affect has been one of the most neglected areas in L2 research with the possible exception of language anxiety. This overall lack of scholarly attention to affect appears to be even more evident in corrective feedback (CF) research. This chapter discusses this relatively under-explored area, describing empirical research conducted so far in relation to the role of affective variables in CF-driven L2 learning. Given the scarcity of relevant research and a space limit, the chapter focuses mainly on language anxiety, learner beliefs/attitudes, emotions, and other related issues (e.g., motivation, self-efficacy). The brief overview of research illustrated in this chapter suggests that affect mediates L2 learning processes involving CF, and that learners’ affective states are often influenced by teacher feedback. Findings also indicate that L2 learners experience changes in affective domains, which in turn lead to varying degrees of intra-individual variability in their perceptions of CF. Nevertheless, the current state of affairs does not offer more than a potential link between CF and affective variables, and, of course, is inconclusive in terms of the extent to which these seemingly important affective variables influence the way CF contributes to L2 learning process and overall development.