Enhancing Writing Skills in L2 Learners through Technology-Mediated Written Corrective Feedback: A Scoping Review of Articles Published between 2015 and 2025

Document Type : Original Article

Authors

1 M.A. in Applied Linguistics (TEFL), Center of English Language, Isfahan University of Technology, Isfahan, Iran

2 M.A. in Applied Linguistics (TEFL), Allameh Tabataba’i University, Tehran, Iran

3 Ph.D., in Applied Linguistics (TEFL), Assistant Professor, Center of English Language, Isfahan University of Technology, Isfahan, Iran

Abstract

This scoping review aimed to investigate the impact of Technology-Mediated Written Corrective Feedback (TMWCF) on improving second language writing skills by analyzing 36 studies published between 2015 and 2025. To this end, a total of 36 articles indexed in large databases, such as ERIC, Google Scholar, ProQuest, ScienceDirect, and Scopus, were analyzed using NVivo 14. After the content coding of the studies, the results revealed that grammatical accuracy was more significantly improved by technology compared to other aspects of writing, such as fluency. The mixed-methods design was the most common research design, and undergraduate EFL students mostly agreed to participate in these studies. Results also revealed that feedback delivered through written means, such as written comments in Microsoft Word, was the most common type of feedback given to EFL learners. Additionally, technological tools like Grammarly were the most commonly employed technology for assessing writing. Besides, the most common limitations of these studies were their small sample sizes and the generalizability of their results. The present study also provides several implications for EFL teachers and learners regarding the effectiveness of TMWCF in improving the writing quality and accuracy of EFL learners.

Keywords

Main Subjects

Copyright © 2025 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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  • Receive Date: 25 April 2025
  • Revise Date: 18 June 2025
  • Accept Date: 17 July 2025
  • First Publish Date: 17 July 2025
  • Publish Date: 17 July 2025

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