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

Over the past fifteen years (2010–2026), research on written corrective feedback (WCF) and dynamic written corrective feedback (DWCF) in ESL/EFL contexts has expanded rapidly. Following Petticrew and Roberts’ 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.