There is considerable promising research in the classroom on the impact of corrective feedback on L2 learners' use and acquisition of target language forms. The effectiveness of corrective feedback has been shown to vary depending on the technique used to make the correction, and the overall focus of the classroom, whether on formal accuracy or on communication of meaningful content.[4][5][6] However, it appears that a learner's ability to focus on corrective feedback on grammatical features that do not affect meaning is considerably altered when the learner has low alphabetic literacy.[7]