A Literature Review of Written Corrective Feedback: Where are We?

Ayşenur Kör; Mehmet Fikret Arargüç

TR EN

Yazılı Düzeltici Dönüt Üzerine bir Literatür Taraması: Neredeyiz?

Öz

İngilizce yazma sınıflarında yazılı düzeltici dönütün kullanımı her ne kadar etkisi tartışma konusu olsa da oldukça yaygındır. Bu yaygın kullanımın getirdiği birçok uygulama farklılıkları olabilmektedir. Başka bir ifadeyle yazılı düzeltici dönüt vermenin birçok yolu vardır. Ancak yazılı düzeltici dönüt uygulamaları öğretmen ve öğrenci tutumu, dönüt türü, miktarı, öğrenci seviyesi, öğrenci motivasyonu ve bağlılık gibi birçok faktörden etkilenebilmektedir. Etkili dönüt verilebilmesi için bu faktörler göz önünde bulundurulmalıdır. Yazılı düzeltici dönütü anlamak ve uygulamaları etkileyebilecek bu faktörleri göz önünde bulundurabilmek için öğretmenlerin geniş çaplı literatür okumaları yapmaları gerekmektedir. Böyle durumlarda literatür çalışmaları büyük önem arz etmektedir. Dolayısıyla bu çalışmanın amacı yazılı düzeltici dönütün tarihsel gelişimini ve güncel durumunu ilgili alandan örnek çalışmalarla belirlemektir. Bu çalışma yazılı düzeltici dönüt vermek isteyen eğitimciler veya güncel durumu öğrenmek isteyen araştırmacılar için bir rehber niteliği taşıyacaktır. Bu çalışma sayesinde yazılı düzeltici dönütün ne olduğu, tarihsel gelişimi, nasıl, ne zaman ve ne kadar verilebileceği, hangi iç/dış faktörlerden etkilendiği veya nasıl geliştirilebileceği gibi konular netlik kazanacaktır. Çalışma ayrıca pedagojik uygulamalara ve gelecek çalışmalara dair önerilerde bulunacaktır.

Anahtar Kelimeler

A Literature Review of Written Corrective Feedback: Where are We?

Abstract

The use of written corrective feedback in English writing classes is quite common, although its effectiveness is a matter of debate. This widespread use can lead to many differences in practice. In other words, there are many ways to provide written corrective feedback. However, written corrective feedback practices can be influenced by many factors, including teacher and student attitudes, the type and amount of feedback, student level, motivation, and engagement. These factors must be considered for effective feedback provision. To understand written corrective feedback and consider these factors that may influence its implementation, teachers need to conduct extensive literature review. In such cases, literature studies are crucial. Therefore, this study aims to identify the historical development and status of written corrective feedback through sample studies from the relevant field. This study will serve as a guide for educators who wish to provide written corrective feedback or researchers seeking to understand the existing status of written corrective feedback. This study will clarify what written corrective feedback is, its historical development, how, when, and how much it can be provided, and what internal/external factors influence it and how it can be improved. The study will also offer suggestions for pedagogical practices and future research.

Keywords

Kaynakça

Abalkheel, A. & Brandenburg, T. (2020). Effects of written corrective feedback: A synthesis of 10 quasi-experimental studies. English Language Teaching, 13(7), 97-103. https://doi.org/10.5539/elt.v13n7p97
Adzhar, N., Puteh, M. & Sazalli, N. A. H. (2025). Exploring teachers’ beliefs in written corrective feedback (WCF) in Kuala Lumpur secondary schools. International Journal of Academic Research in Business and Social Sciences, 15(1), 380–396. http://dx.doi.org/10.6007/IJARBSS/v15-i1/24483
Atmaca, Ç. (2016). Contrasting perceptions of students and teachers: Written corrective feedback. Journal of Language and Linguistic Studies, 12(2), 166-182.
Aziz, M. & Jayaputri, H. (2023). EFL learners` perspective on corrective feedback. Journal of English Language Teaching, 7(2), 219-225. http://dx.doi.org/10.30998/scope.v7i2.14806
Banaruee, H., Khatin-Zadeh, O. & Ruegg, R. (2018). Recast vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education, 5(1), 1-23. https://doi.org/10.1080/2331186X.2018.1455333
Berkant, H., Derer, N. & Derer, Ö. (2020). The effects of different types of written, corrective feedback on students texting mistakes. English Language, Teaching Educational Journal, 3(3), 174-187. https://doi.org/10.12928/eltej.v3i3.3136
Beşkardeşler, S. & Kocaman, O. (2019). The effects of written corrective feedback types on the prepositions of place and time in EFL context. Journal of Multidisciplinary Studies in Education, 3(1), 1-13. http://doi.org/10.12928/eltej.v3i3.3136
Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future direction. International Journal of English Studies, 10(2), 1-27. http://dx.doi.org/10.6018/ijes.10.2.119171

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102-118. https://doi.org/10.1016/j.jslw.2007.11.004
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, 1(5), 1-17. https://doi.org/10.1186/s40862-016-0010-y
Choi, Jungeun. (2017). Effects of different types of written corrective feedback on Korean high school students’ writing. Foreign Language Education Research, 21, 21-40. https://doi.org/10.15738/kjell.21..202106.551
Ellis, R. (2009). A typology of written corrective feedback types. English Language and Teaching Journal, 63(2), 97-107. https://doi.org/10.1093/elt/ccn023
Fan, N. & Ma, Y. (2018). The role of written corrective feedback in second language writing practice. Theory and Practice in Language Studies, 8(12), 1629-1635. http://dx.doi.org/10.17507/tpls.0812.08
Farjadnasab, A. & Khodashenas, M. (2017). The effect of written corrective feedback on EFL students’ writing accuracy. International Journal of Research in English Education, 2(2), 30-42. https://doi.org/10.18869/acadpub.ijree.2.2.30
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/10.1016/S1060-3743(99)80110-6
Fitriyah, I., Ningrum, A. S. B. & Gozali, I. (2024). An Investigation of written corrective feedback in EFL writing assessment: How teachers’ feedback practices meet students’ expectations. International Journal of Language Testing, 14(1), 166–184. https://doi.org/10.22034/IJLT.2023.411616.1275
Ghoorchaei, B., Mamashloo, F., Ayatollahi, M. A. & Mohammadzadeh, A. (2021). Effect of direct and indirect corrective feedbackon Iranian EFL writers’ short and long term retention of subject-verb agreement. Cogent Education, 9(2014022), 1-16. https://doi.org/10.1080/2331186X.2021.2014022
Gümüş, H. (2023). The effect of direct and indirect corrective feedback types on L2 writing achievement and EFL learners’ views on these feedback types. Mehmet Akif Ersoy University Journal of Education Faculty (66), 314-338. https://doi.org/10.21764/maeuefd.1099551
Guo, Q. & Barrot, J. (2019). Effects of metalinguistic explanation and direct correction on EFL learners` linguistic accuracy. Reading and Writing Quarterly, 35(3), 261-276. http://dx.doi.org/10.1080/10573569.2018.1540320 Hartshorn, K., Evans, N., Merrill, P., Sudweeks, R., Strong-Krause, D. & Anderson, N. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 89-109. https://doi.org/10.5054/tq.2010.213781
Hassan, M. & Dzakiria, H. (2019). The university students` beliefs towards corrective feedback in learning English as foreign language in Pakistan. International Journal of Recent Technology and Engineering, 8(3), 4094-4100. http://dx.doi.org/10.35940/ijrte.C5465.098319
Hopper, D. & Bowen, N. (2023). Students’ and teachers’ beliefs about written corrective feedback: Perspectives on amount, type, and focus of feedback in an EFL setting. Reflections, 30(3), 735-756. https://doi.org/10.61508/refl.v30i3.268135
Lee, I. & Mohebbi, H. (2020). Editorial: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice. Language Teaching Research Quarterly, 25, 1-4. http://dx.doi.org/10.32038/ltrq.2021.25.01
Lee, I. (2024). The future of written corrective feedback research. Pedagogies: An International Journal, 19(4), 660-669. https://doi.org/10.1080/1554480X.2024.2388068
Lopez, M. B. (2021). An updated typology of written corrective feedback: Resolving terminology issues. Revista Educacion, 45(2), 1-14. http://dx.doi.org/10.15517/revedu.v45i1.43289
Mao, S. S. & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practices. Journal of Second Language Writing, 45, 46–60. http://dx.doi.org/10.1016/j.jslw.2019.05.004
Pearson, W. S. (2022) A typology of the characteristics of teachers’ written feedback comments on second language writing, Cogent Education, 9(1), 2024937, https://doi.org/10.1080/2331186X.2021.2024937
Ramadhani, G., Muthim, A. & Febriyanti, E. (2021). Students’ preferences towards lecturer’s written corrective feedback in writing class. Advances in Social Science, Education and Humanities Research, 587, 63-71. http://dx.doi.org/10.2991/assehr.k.211021.010
Rizkiani, S., Bhuana, G. P. & San Rizqiya, R. (2020). Coded vs uncoded corrective feedback in teaching writing descriptive text. ELTIN Journal, 8(1), 55–66. https://doi.org/10.22460/eltin.v8i1.p%25p
Sabarun, S. (2020). Direct teacher corrective feedback in EFL writing class at higher education: What students perceive. Vision: Journal for Language and Foreign Language Learning, 9(1), 17-32. http://dx.doi.org/10.21580/vjv9i14652
Sajjadi, M., Khabbazi, F., & Sajjadi, S. Y. (2015). The effect of written corrective feedback in second language writing. International Journal on Studies in English Language and Literature, 3(12), 22-30. https://www.semanticscholar.org/paper/The-Effect-of-Written-Corrective-Feedback-in-Second-Sajjadi-Khabbazi/ec5e07d8e8de9a946fbada55fdaec62ef2eb8da4?utm_source=direct_link
Samuel, A., & Akther, M. (2021). Students` perceptions and preferences abut teachers` written corrective feedback at secondary school. Bulletin of Education and Research, 43(1), 45-58. https://eric.ed.gov/?id=EJ1320823
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). Singapore: National University of Singapore, Centre for Language Studies.
Shao, J., Wu, Y., Zeng, S. & Huang, R. (2024). The role of feedback type and language anxiety in the effectiveness of written corrective feedback for L2 learning. The Language Learning Journal, 52(4), 367-379. http://dx.doi.org/10.1080/09571736.2023.2166976
Sheen, Y., Wright, D. & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37, 556-569. http://dx.doi.org/10.1016/j.system.2009.09.002
Shen, R. & Chong, S. W. (2023). 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
Simard, D., Guènette, D. & Bergeron, A. (2015). L2 learners’ interpretation and understanding of written corrective feedback: Insights from their metalinguistic reﬂections. Language Awareness, 24(3), 233-254. http://dx.doi.org/10.1080/09658416.2015.1076432
Solmaz, F., Taş, S. & Kalın, İ. M. (2023). A study of teacher practices, perceptions, and attitudes towards written corrective feedback. The Reading Matrix: An International Online Journal, 23(1), 18-31.
Truscott, J. (1996), The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Westmacott, A. (2017). Direct vs. indirect written corrective feedback: Student perceptions. Íkala, Revista De Lenguaje Y Cultura, 22(1), 17–32. https://doi.org/10.17533/udea.ikala.v22n01a02
Yoshida, R. (2008). Teachers` choice and learners` preference of corrective feedback types. Language Awareness, 17(1), 78-93. http://dx.doi.org/10.2167/la429.0
Yunus, W. (2020). Written corrective feedback in English compositions: Teachers` practices and students’ expectations. English Language Teaching Educational Journal, 3(2), 95-107. http://dx.doi.org/10.12928/eltej.v3i2.2255
Zayani, E. M. & Troudi, S. (2023). Beyond the written corrective feedback (WCF) debate: Tunisian EFL university lecturers’ views of their WCF practices. Internation Journal of Humanities and Cultural Studies, 10(2), 21-53.
Zhang, D., Tan, J. T. & Roy, S. S. (2023), A systematic review of interventions improving university students’ EFL writing competence. International Journal of Learning, Teaching and Educational Research, 22(10), 93-112. https://doi.org/10.26803/ijlter.22.10.6
Zheng, Y., Yu, S. & Liu, Z. (2023). Understanding individual differences in lower-proficiency students` engagement with teacher written corrective feedback. Teaching in Higher Education, 28(2), 301-321. http://dx.doi.org/10.1080/13562517.2020.1806225

Ayrıntılar

Birincil Dil

İngilizce

Konular

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Bölüm

Derleme

Yazarlar

Ayşenur Kör ^*
0000-0002-6308-2977
Türkiye

Mehmet Fikret Arargüç
0000-0002-4546-4509
Türkiye

Yayımlanma Tarihi

28 Kasım 2025

Gönderilme Tarihi

14 Ağustos 2025

Kabul Tarihi

10 Ekim 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 49 Sayı: 3

IZ

https://izlik.org/JA97EF62XB

Kaynak Göster

RIS / Bibtex

APA

Kör, A., & Arargüç, M. F. (2025). A Literature Review of Written Corrective Feedback: Where are We? Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 49(3), 267-275. https://izlik.org/JA97EF62XB