The key impetus for designing this review is to enlighten novice researchers about what to consider principally while conducting academic investigations on written corrective feedback (WCF). Moreover, this review aims for informing researchers about WCF methodological trends and encouraging future studies to be developed in light of unconventional methods. Accordingly, five studies on WCF were randomly selected, examined and interpreted meticulously paying utmost attention to the research questions, methods, instruments, and data analyses. Afterwards, two experienced scholars in data analysis reviewed the identified studies individually. Finally, the researcher found that those studies in EFL and ESL contexts attempted to reveal learners’ attention, awareness, actions, attitudes towards WCF, the accurate use of ‘a’ and ‘the’ articles by migrant and international students, and the variation of their accuracy over time according to WCF options. Furthermore, the effectiveness of direct corrective feedback and metalinguistic explanation on students' accuracy of indefinite articles and hypothetical conditionals was compared. Similarly, learners’ responses to WCF and their self-reported strategies for utilizing it were scrutinized. Although one of the articles was a meta-analysis, the other three were based upon quantitative designs, and only one was organized according to the qualitative approach. Thereby, a similar set of basic tools were used, such as questionnaires, recordings and notes of interviews, pre-, and post-tests, student texts, and field notes. Finally, despite the differences in the study contexts, it was determined that mostly descriptive statistical analyses were applied to analyse the data.
Anahtar Kelimeler: ELT, Methodology review, Written Corrective Feedback, WCF, Written accuracy
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