Akademik Veri Yönetim Sistemi
Cumhuriyet Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, cilt.3, sa.49, ss.267-275, 2025 (TRDizin)
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.