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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

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New Challenges in Accounting and Finance

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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

<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">Over the past fifteen years (2010&ndash;2026), research on written corrective feedback (WCF) and dynamic written corrective feedback (DWCF) in ESL/EFL contexts has expanded rapidly. Following Petticrew and Roberts&rsquo; s (2008) seven-stage framework, this review synthesizes 54 primary studies through content analysis, identifying 41 word-level concepts grouped into six themes: types of feedback, research design, writing process, participants and educational contexts, types of errors, writing performance. Results show that direct WCF remains most frequently examined, while indirect and metalinguistic forms are less common and often combined. More recent studies highlight growing attention to computer-mediated feedback and DWCF. Research designs were dominated by pre-post and post-test quasi-experiments, with fewer mixed-methods and qualitative studies. In addition, both WCF and DWCF consistently improved accuracy and psychological outcomes, while effects on complexity and fluency were mixed. Based on the systematic literature review, this study is expected to contribute more meaningful references and give some implications for future research.</span></p>

ltrq.2026.54.07.pdf

Systematic Review

ltrq.2026.54.07.xml

A Systematic Review of Written Corrective Feedback and Dynamic Written Corrective Feedback Research in ESL/EFL Contexts