Written Corrective Feedback in EFL/ESL Writing Classes: A Systematic Review of Moderating Factors and Effective Practices
Keywords:
Written Corrective Feedback; EFL/ESL Writing; Systematic Review; Moderating Factors; Effective Practices
Abstract
Written Corrective Feedback (WCF) is one of the most widely used and researched pedagogical strategies in teaching English writing as a foreign/second language (EFL/ESL), yet findings on its effectiveness remain mixed and scattered across different research contexts. This study synthesizes the literature on the types of WCF that have been investigated, the practices shown to be effective, and the factors moderating their effectiveness in EFL/ESL writing classrooms. A systematic literature review (SLR) design was employed following the PRISMA 2020 guidelines, with articles retrieved from several academic databases (Scopus, ERIC, Taylor & Francis Online, SpringerLink, and SAGE Journals), supplemented by Google Scholar. Following identification, screening, and eligibility assessment, a number of empirical studies published between 2015 and 2025 were synthesized to address three research questions. The review identified ten categories of WCF, with the direct–indirect dichotomy emerging as the most dominant classification framework. Direct WCF was found to be more effective in enhancing short-term grammatical accuracy, particularly among lower-proficiency learners, whereas indirect WCF was more effective in fostering long-term retention and learner autonomy, especially among higher-proficiency learners. No single type of WCF was found to be universally superior; rather, its effectiveness was shaped by several moderating factors, namely learner proficiency, error characteristics, affective and motivational factors, feedback modality, and the gap between teachers' beliefs and practices. These findings indicate that the effectiveness of WCF is context-dependent and multifaceted, suggesting that teachers should adopt a differentiated approach to WCF tailored to learners' needs and proficiency levels.
References
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Chen, S., Nassaji, H., & Liu, Q. (2016). EFL Learners’ Perceptions and Preferences of Written Corrective Feedback: A Case Study of University Students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1–17. https://doi.org/10.1186/s40862-016-0010-y
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Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023
Ferris, D. (1999). The Case for Grammar Correction in L2 Writing Classes: A Response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/https://doi.org/10.1016/S1060-3743(99)80110-6
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Ghane, M. H., Razmi, M. H., Dehghanpoor, F., & Nematollahi, R. (2024). The Impact of Written Corrective Feedback on Students’ Writing Performance, Self-Efficacy, and Anxiety. Journal of Writing Research, 16(2), 300–322. https://doi.org/https://doi.org/10.17239/jowr-2024.16.02.04
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Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469
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Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247
Lim, S. C., & Renandya, W. A. (2020). Efficacy of Written Corrective Feedback in Writing Instruction: A Meta-Analysis. TESL-EJ, 24(3), 1–26. https://hdl.handle.net/10497/22307
Liu, W. (2025). A Bibliometric Analysis of Written Corrective Feedback in Second Language Writing. Language Teaching Research Quarterly, 49, 133–150. https://doi.org/10.32038/ltrq.2025.49.07
Minh Nguyen, H., & Anh Chu, T. (2024). Written Corrective Feedback in Second Language Writing: A Review of Research. REFLections, 31(2). https://doi.org/https://doi.org/10.61508/refl.v31i2.275269
Nguyen, H. M., & Chu, T. A. (2024). Written Corrective Feedback in Second Language Writing: A Review of Research. REFLections, 31(2), 858–870. https://doi.org/https://doi.org/10.61508/refl.v31i2.275269
Pabur, H. E., Mokalu, J. M., & Ismail. (2025). Penggunaan Written Corrective Feedback dalam Meningkatkan Keterampilan Menulis Descriptive Text. KOMPETENSI, 4(12). https://doi.org/10.53682/kompetensi.v4i12.10889
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An Updated Guideline for Reporting Systematic Reviews. International Journal of Surgery, 88. https://doi.org/10.1016/j.ijsu.2021.105906
Pertiwi, O. P., & Ashadi, A. (2024). Exploring EFL Students’ Preferences on Teachers’ Written Corrective Feedback in Encouraging Students’ Writing Skills. Enrichment: Journal of Multidisciplinary Research and Development, 2(8). https://doi.org/10.55324/enrichment.v2i8.188
Riadil, I. G., Rahman, A. N. I., & Chonpracha, P. (2023). Investigating EFL Learners’ Difficulties and Strategies in Academic Writing Skill: A Qualitative Study. ELP: Journal of English Language Pedagogy, 8(1), 66–76. https://doi.org/https://doi.org/10.36665/elp.v8i1.691
Sa’adah, L. (2021). Written Corrective Feedback Provided by the Teacher on Student’s Descriptive Writing for Fostering Student’s Writing Quality. RETAIN (Research on English Language Teaching in Indonesia), 09(03), 84–92. https://doi.org/https://doi.org/10.26740/rt.v9i03.40920
Setiani, R., & Suharjono, S. (2025). Written Corrective Feedback Employed by Lecturer on Students’ Writing. International Journal of Contemporary Studies in Education (IJ-CSE), 4(2), 149–156. https://doi.org/10.56855/ijcse.v4i2.1626
Shang, H. F. (2022). Exploring Online Peer Feedback and Automated Corrective Feedback on EFL Writing Performance. Interactive Learning Environments, 30(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601
Shao, X. (2015). On Written Corrective Feedback in L2 Writing. English Language Teaching, 8(3), 155–168. https://doi.org/10.5539/elt.v8n3p155
Shen, R., & Chong, S. W. (2022). Learner Engagement with Written Corrective Feedback in ESL and EFL Contexts: A Qualitative Research Synthesis Using a Perception-Based Framework. Assessment and Evaluation in Higher Education, 48(3), 276–290. https://doi.org/10.1080/02602938.2022.2072468
Sherpa, S. Z. (2021). Effects of Direct and Indirect Written Corrective Feedback on Bhutanese Learners’ Grammatical Accuracy Over Time. Journal: Language Education and Acquisition Research Network, 14(1), 574–603. https://so04.tci-thaijo.org/index.php/LEARN/index
Shirotha, F. B. (2016). The effect of indirect written corrective feedback on students’ writing accuracy. Journal on English as a Foreign Language, 6(2), 101. https://doi.org/10.23971/jefl.v6i2.401
Tanveer, A., Malghani, M., Khosa, D., & Khosa, M. (2018). Efficacy of Written Corrective Feedback as a Tool to Reduce Learners’ Errors on L2 Writing. International Journal of English Linguistics, 8(5), 166. https://doi.org/10.5539/ijel.v8n5p166
Triristina, N. (2018). Teacher’s Written Corrective Feedback on Language Features on Students’ Writing. 43. https://doi.org/https://doi.org/10.33508/mgs.v1i43.1970
Truscott, J. (1999). The Case for “The Case Against Grammar Correction in L2 Writing Classes”: A Response to Ferris. Journal of Second Language Writing, 8(2), 111–122. https://doi.org/https://doi.org/10.1016/S1060-3743(99)80124-6
Vazifeshenas, M. (2025). An Investigation into the Effect of Written Corrective Feedback on the Performance of Intermediate Writers of English. Action Research Journal Indonesia (ARJI), 7(2), 483–500. https://doi.org/10.61227/arji.v7i2.373
Veren, T. A., Halim, A., & Abidin, A. (2020). Improving Students’ L2 Writing through Teacher’s Written Corrective Feedback. AL LUGHAWIYAAT, 1(1). https://doi.org/10.31332/alg.v1i1.1958
Yu, S., Jiang, L., & Zhou, N. (2020a). Investigating what Feedback Practices Contribute to Students’ Writing Motivation and Engagement in Chinese EFL Context: A Large Scale Study. Assessing Writing, 44. https://doi.org/10.1016/j.asw.2020.100451
Yu, S., Jiang, L., & Zhou, N. (2020b). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44, 100451. https://doi.org/10.1016/j.asw.2020.100451
Annury, M. N., Ma’mun, N., & Sutrisno, D. (2023). Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback. Journal of English Teaching and Learning Issues, 6(1), 29. https://doi.org/10.21043/jetli.v6i1.19360
Budianto, S., Sulistyo, T., Widiastuti, O., Heriyawati, D. F., & Marhaban, S. (2020). Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications. Studies in English Language and Education, 7(2), 472–485. https://doi.org/10.24815/siele.v7i2.16569
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL Learners’ Perceptions and Preferences of Written Corrective Feedback: A Case Study of University Students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1–17. https://doi.org/10.1186/s40862-016-0010-y
Chong, S. W. (2019). A systematic Review of Written Corrective Feedback Research in ESL/EFL contexts. Language Education & Assessment, 2(2), 57–69. https://doi.org/10.29140/lea.v2n2.138
Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023
Ferris, D. (1999). The Case for Grammar Correction in L2 Writing Classes: A Response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/https://doi.org/10.1016/S1060-3743(99)80110-6
Ferris, D. R. (2010). Second Language Writing Research and Written Corrective Feedback in SLA: Intersections and Practical Applications. Studies in Second Language Acquisition, 32(2), 181–201. https://doi.org/10.1017/S0272263109990490
Ghane, M. H., Razmi, M. H., Dehghanpoor, F., & Nematollahi, R. (2024). The Impact of Written Corrective Feedback on Students’ Writing Performance, Self-Efficacy, and Anxiety. Journal of Writing Research, 16(2), 300–322. https://doi.org/https://doi.org/10.17239/jowr-2024.16.02.04
Guk, S. A. R. G., & Fithriani, R. (2026). English Teacher’s Written Corrective Feedback on Students with Intellectual Disabilities’ Writing Assignments: A Case Study. 10(1), 15–24. https://doi.org/10.29240/ef.v10i1
Iftidiani, D., & Nurafiani, S. (2023). Praktik dan Tantangan dalam Menilai Tugas Menulis Siswa SD Kelas Rendah di Kroasia dan Indonesia pada Pembelajaran Bahasa Asing (EFL). Karimah Tauhid, 2(6), 2496–2507. https://doi.org/https://doi.org/10.30997/karimahtauhid.v2i6.9379
Karim, K., & Nassaji, H. (2018). The Revision and Transfer Effects of Direct and Indirect Comprehensive Corrective Feedback on ESL Students’ Writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469
Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469
Kim, J. H. (2019a). Relative Effects of Direct Focused and Unfocused WCF on the Accuracy Development of Two Language Forms. English Teaching, 74(4), 29–50. https://doi.org/10.15858/engtea.74.4.201912.29
Kim, J. H. (2019b). Relative Effects of Direct Focused and Unfocused WCF on the Accuracy Development of Two Language Forms. English Teaching, 74(4), 29–50. https://doi.org/10.15858/engtea.74.4.201912.29
Kim, Y., & Emeliyanova, L. (2021). The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior. Language Teaching Research, 25(2), 234–255. https://doi.org/10.1177/1362168819831406
Kisnanto, Y. P. (2016). The Effect of Written Corrective Feedback on Higher Education Students’ Writing Accuracy. Jurnal Pendidikan Bahasa Dan Sastra, 16(2), 121. https://doi.org/10.17509/bs_jpbsp.v16i2.4476
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247
Lim, S. C., & Renandya, W. A. (2020). Efficacy of Written Corrective Feedback in Writing Instruction: A Meta-Analysis. TESL-EJ, 24(3), 1–26. https://hdl.handle.net/10497/22307
Liu, W. (2025). A Bibliometric Analysis of Written Corrective Feedback in Second Language Writing. Language Teaching Research Quarterly, 49, 133–150. https://doi.org/10.32038/ltrq.2025.49.07
Minh Nguyen, H., & Anh Chu, T. (2024). Written Corrective Feedback in Second Language Writing: A Review of Research. REFLections, 31(2). https://doi.org/https://doi.org/10.61508/refl.v31i2.275269
Nguyen, H. M., & Chu, T. A. (2024). Written Corrective Feedback in Second Language Writing: A Review of Research. REFLections, 31(2), 858–870. https://doi.org/https://doi.org/10.61508/refl.v31i2.275269
Pabur, H. E., Mokalu, J. M., & Ismail. (2025). Penggunaan Written Corrective Feedback dalam Meningkatkan Keterampilan Menulis Descriptive Text. KOMPETENSI, 4(12). https://doi.org/10.53682/kompetensi.v4i12.10889
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An Updated Guideline for Reporting Systematic Reviews. International Journal of Surgery, 88. https://doi.org/10.1016/j.ijsu.2021.105906
Pertiwi, O. P., & Ashadi, A. (2024). Exploring EFL Students’ Preferences on Teachers’ Written Corrective Feedback in Encouraging Students’ Writing Skills. Enrichment: Journal of Multidisciplinary Research and Development, 2(8). https://doi.org/10.55324/enrichment.v2i8.188
Riadil, I. G., Rahman, A. N. I., & Chonpracha, P. (2023). Investigating EFL Learners’ Difficulties and Strategies in Academic Writing Skill: A Qualitative Study. ELP: Journal of English Language Pedagogy, 8(1), 66–76. https://doi.org/https://doi.org/10.36665/elp.v8i1.691
Sa’adah, L. (2021). Written Corrective Feedback Provided by the Teacher on Student’s Descriptive Writing for Fostering Student’s Writing Quality. RETAIN (Research on English Language Teaching in Indonesia), 09(03), 84–92. https://doi.org/https://doi.org/10.26740/rt.v9i03.40920
Setiani, R., & Suharjono, S. (2025). Written Corrective Feedback Employed by Lecturer on Students’ Writing. International Journal of Contemporary Studies in Education (IJ-CSE), 4(2), 149–156. https://doi.org/10.56855/ijcse.v4i2.1626
Shang, H. F. (2022). Exploring Online Peer Feedback and Automated Corrective Feedback on EFL Writing Performance. Interactive Learning Environments, 30(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601
Shao, X. (2015). On Written Corrective Feedback in L2 Writing. English Language Teaching, 8(3), 155–168. https://doi.org/10.5539/elt.v8n3p155
Shen, R., & Chong, S. W. (2022). Learner Engagement with Written Corrective Feedback in ESL and EFL Contexts: A Qualitative Research Synthesis Using a Perception-Based Framework. Assessment and Evaluation in Higher Education, 48(3), 276–290. https://doi.org/10.1080/02602938.2022.2072468
Sherpa, S. Z. (2021). Effects of Direct and Indirect Written Corrective Feedback on Bhutanese Learners’ Grammatical Accuracy Over Time. Journal: Language Education and Acquisition Research Network, 14(1), 574–603. https://so04.tci-thaijo.org/index.php/LEARN/index
Shirotha, F. B. (2016). The effect of indirect written corrective feedback on students’ writing accuracy. Journal on English as a Foreign Language, 6(2), 101. https://doi.org/10.23971/jefl.v6i2.401
Tanveer, A., Malghani, M., Khosa, D., & Khosa, M. (2018). Efficacy of Written Corrective Feedback as a Tool to Reduce Learners’ Errors on L2 Writing. International Journal of English Linguistics, 8(5), 166. https://doi.org/10.5539/ijel.v8n5p166
Triristina, N. (2018). Teacher’s Written Corrective Feedback on Language Features on Students’ Writing. 43. https://doi.org/https://doi.org/10.33508/mgs.v1i43.1970
Truscott, J. (1999). The Case for “The Case Against Grammar Correction in L2 Writing Classes”: A Response to Ferris. Journal of Second Language Writing, 8(2), 111–122. https://doi.org/https://doi.org/10.1016/S1060-3743(99)80124-6
Vazifeshenas, M. (2025). An Investigation into the Effect of Written Corrective Feedback on the Performance of Intermediate Writers of English. Action Research Journal Indonesia (ARJI), 7(2), 483–500. https://doi.org/10.61227/arji.v7i2.373
Veren, T. A., Halim, A., & Abidin, A. (2020). Improving Students’ L2 Writing through Teacher’s Written Corrective Feedback. AL LUGHAWIYAAT, 1(1). https://doi.org/10.31332/alg.v1i1.1958
Yu, S., Jiang, L., & Zhou, N. (2020a). Investigating what Feedback Practices Contribute to Students’ Writing Motivation and Engagement in Chinese EFL Context: A Large Scale Study. Assessing Writing, 44. https://doi.org/10.1016/j.asw.2020.100451
Yu, S., Jiang, L., & Zhou, N. (2020b). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44, 100451. https://doi.org/10.1016/j.asw.2020.100451
