All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Written corrective feedback is a hot topic in the field of L2 writing and second language acquisition. Citespace, one of the bibliometric analysis software, was used to investigate the number of publications, productive authors, influential journals and institutions, major themes, and research trends of written corrective feedback in L2 writing from 2014 to 2024. This study employed WoS core collection as a data source for selecting relevant articles. The results showed the finalized 321 eligible articles, two influential authors, Yu Shulin and Lee Icy, two leading journals, Assessing writing and Journal of second language writing, the leading institution, University of Macau. Meanwhile, the findings of this research revealed that the major research themes were students' engagement, factors that influenced students' engagement, theoretical foundations underpinning written corrective feedback, teachers' written corrective feedback practices, and factors that impact their implementation of feedback, students' perception, and motivation. Future research might continue to investigate students&rsquo; agentic engagement and teachers&rsquo; role in written corrective feedback research, which could better understand written corrective feedback and adjust teachers&rsquo; implementation of feedback.

ltrq.2025.49.07.pdf

Review Article

ltrq.2025.49.07.xml

A Bibliometric Analysis of Written Corrective Feedback in Second Language Writing

Automated writing evaluation feedback (AWE) has become popular in writing classrooms. However, few studies have conducted a comprehensive review of the employment of AWE in learning areas. This study aimed to provide a systematic review of the current research on AWE feedback, including its validity, effects, and students' engagement with AWE feedback. A total of 68 articles were collected from SSCI and A &amp; HCL-indexed journals, which were published from 2008 to 2023. Concerning the validity of automated feedback, some research reported that the accuracy rate of AWE error flagging was inconclusive and students showed more preference for instructor feedback than AWE feedback. Regarding the effects of AWE feedback, most studies supported the positive evidence of AWE feedback on students' writing outcomes. Additionally, some research found less positive and mixed results, highlighting AWE feedback's shortcomings. Most students held positive feelings toward AWE feedback and perceived it as practical under the intervention of students' engagement. This review has made some implications and suggestions for the stakeholders in this field.

ltrq.2024.45.05.pdf

ltrq.2024.45.05.xml

A Systematic Review of Automated Writing Evaluation Feedback: Validity, Effects and Students’ Engagement