How Writing Feedback Impacts on the Development of English L2 Writing Learners: A Review Paper

Feedback plays a critical role in second language (L2) writing development, traditionally provided by teachers at the end of a course. However, with the rise of web-based collaborative writing tools, peer feedback has become increasingly prevalent. Despite these advances, many L2 learners report that feedback does not significantly improve their writing skills (Bikowski, 2016). Lee (2014) highlighted the need for more effective feedback approaches to better support L2 learners in developing writing proficiency.

This paper aims to explore why L2 learners may not experience writing improvement after receiving feedback and to identify contemporary, effective feedback strategies for enhancing L2 writing development. Specifically, it addresses two research questions: (1) Why do L2 learners often struggle to improve their writing ability despite receiving feedback? (2) What are the most effective contemporary approaches to providing writing feedback?

To ensure the reliability of findings, this study follows the PRISMA 2020 guidelines (Page et al., 2021), incorporating the four systematic review stages: identification, screening, eligibility, and inclusion. The data collection process involved three methods: database searches, reference list searches, and manual searches.

The findings underscore key considerations for instructors at different stages of the feedback process: before, during, and after providing feedback. Prior to giving feedback, it is crucial to understand students’ preferences and establish a respectful and supportive feedback environment. During the feedback process, instructors must identify the type of feedback students truly need. As Severino, Swenson, and Jhu (2009) suggest, a crucial factor in writing improvement is whether students accept and apply the feedback in their revisions. Finally, after providing feedback, instructors should pay particular attention to lower-proficiency learners. These learners benefit significantly from online feedback platforms, as computer-mediated communication (CMC) preserves comments, allowing students to review and revise their drafts multiple times.