Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Abstract

This comprehensive systematic literature review delves into the educators' beliefs, the students' perceptions, and their preferences concerning written corrective feedback. Encompassing the timeframe from 2020 to 2022, this inquiry consolidates insights from 14 scholarly articles, aiming to furnish a nuanced understanding of the application and consequences of employing written corrective feedback. In alignment with educators' beliefs, there is a consistent emphasis on the positive impact of delivering purposeful and attentive feedback on students' writing proficiency. Teachers demonstrate adaptability by incorporating both direct and indirect feedback and prioritizing constructive and motivational approaches. Conversely, English as a Second Language (ESL) students widely regard written corrective feedback as a pivotal tool for refining their writing skills, especially when it entails immediate feedback on grammatical corrections. These students attribute significant importance to the technical aspects of writing, expressing a preference for corrections of grammatical errors and prompt responses. Nevertheless, some students seek guidance and clarification from teachers when the feedback remains ambiguous. Leveraging data from the SCOPUS database, this research posits that future inquiries could derive benefits from exploring alternative primary and secondary sources. Ultimately, this review contributes to an enriched comprehension of the intricacies of written corrective feedback within the ESL classroom.