Teacher Feedback Strategies in Writing Development

Abstrak

Teacher feedback has long been recognized as an important element in developing English as a foreign language (EFL) writing skills, but its implementation continues to evolve due to the influence of different feedback practices, varying student responses, and underlying teacher beliefs. This systematic review synthesizes findings from fifty empirical studies published between 2020 and 2025 to explore four key areas: (1) the effectiveness of teacher feedback on student writing performance, (2) the strategies teachers use when providing feedback, (3) students' perceptions of the usefulness of feedback, and (4) teachers' beliefs about WCF. The selected studies were conducted through a gradual selection process using Connected Papers and Google Scholar, and were presented using the PRISMA 2020 method. The synthesis shows a consistent pattern of evidence that direct and indirect feedback from teachers improves students' linguistic accuracy, coherence, organization, and revision practices. In general, teachers implement a mix of corrective, formative, and technology-supported feedback, while students consider teacher feedback to be the most reliable and trusted source, clear, and motivating for revision. Other findings indicate that teachers who assess WCF have strong convictions, but discrepancies often occur between planned and actual feedback practices due to workload and institutional constraints. Overall, these findings review the critical involvement of teacher feedback as a comprehensive teaching tool and require expert training with institutional support to refine its practice in teaching English as a foreign language.