Written Corrective Feedback in Second Language Writing: A Systematic Review of Effectiveness, Learner Engagement, and Teacher Practices

Abstract

This systematic literature review investigates Written Corrective Feedback (WCF) in Second Language Writing, focusing on three interconnected themes: effectiveness of feedback types, learner engagement, and teacher practices. Drawing on 29 peer-reviewed studies published between 2021 and 2026, the review synthesises evidence using the PRISMA framework to ensure methodological rigor and transparency. Findings reveal that WCF consistently enhances writing accuracy, fluency, and syntactic complexity, though its effectiveness varies across feedback types. Direct and metalinguistic feedback were particularly effective in promoting noticing and restructuring, while indirect and unfocused feedback required greater learner initiative. Learner-centered studies highlight the importance of perceptions, preferences, and emotional engagement, showing that supportive and autonomy-enhancing feedback fosters motivation and uptake, whereas overly critical feedback risks disengagement. Teacher-focused research emphasizes the role of scaffolding, beliefs, and contextual factors in shaping feedback practices, situating WCF as a socially mediated and pedagogical process. The implications of this review underscore the need for a holistic approach to WCF that integrates cognitive, motivational, and sociocultural dimensions. Teachers should adapt feedback strategies to learner proficiency, cultural background, and emotional needs, while institutions should encourage multimodal and dialogic practices to maximise engagement. Future research should expand longitudinal and cross-cultural investigations, explore technology-driven approaches such as AI-assisted feedback, and examine teacher cognition and institutional practices in greater depth. Collectively, this review advances the state of the art in WCF research, offering a comprehensive framework for enhancing ESL/EFL writing pedagogy.