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Classroom-based research concerned with corrective feedback plays a critical role in our understanding of how contextual factors shape teaching and learning, as well as our understanding of research. This chapter draws on descriptive and experimental studies investigating corrective feedback in the classroom to examine the role of context and the ways in which contextual factors have been considered, and at times neglected, in research. It highlights how both macro and micro dimensions of classroom contexts have had an impact on the ways in which researchers design, carry out, and interpret their work and teachers might draw on findings for classroom practice. Discussion explores how classrooms have and will continue to change, making a consideration of context imperative beyond a variable to be accounted for in research. The chapter suggests that the diversity of classroom contexts be leveraged to enrich the research
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