Evolving Paradigms of Feedback in Korean EFL Writing: A Critical Synthesis of Theory, Trends, and AI Approaches
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| Title: | Evolving Paradigms of Feedback in Korean EFL Writing: A Critical Synthesis of Theory, Trends, and AI Approaches |
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| Language: | English |
| Authors: | Si-Yeon Pyo, Young Wha Lee |
| Source: | English Teaching. 2026 81(1):225-248. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Feedback (Response), English (Second Language), Second Language Instruction, Writing (Composition), Educational Policy, Curriculum, Student Evaluation, Technology Integration, Writing Skills, Metacognition, Self Management |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study examines the developmental trajectory of feedback research in Korean EFL writing from the early 1990s to 2025 through a qualitative systematic synthesis of KCI-indexed journal articles. Drawing on major learning theories and educational reforms, the study identifies four stages that reflect shifts in curriculum policy, assessment practices, and the gradual incorporation of digital and AI-based tools. Early work was characterized by teacher-centered and form-focused corrective feedback, followed by comparative studies of feedback types influenced by sociocultural theory and formative assessment perspectives. Recent research has increasingly addressed learners' metacognition, self-regulation, feedback uptake, and AI-mediated practices. Despite these broader theoretical orientations, the literature remains dominated by short-term interventions and perception-based studies, with limited evidence on sustained writing development in classroom settings. The findings indicate a gap between theoretical advancement and instructional practice in Korean EFL writing. This study calls for longitudinal, classroom-based, and mixed-method research that examines how teacher-, peer-, and AI-mediated feedback can be integrated within context-sensitive instructional models. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504727 |
| Database: | ERIC |
| Abstract: | This study examines the developmental trajectory of feedback research in Korean EFL writing from the early 1990s to 2025 through a qualitative systematic synthesis of KCI-indexed journal articles. Drawing on major learning theories and educational reforms, the study identifies four stages that reflect shifts in curriculum policy, assessment practices, and the gradual incorporation of digital and AI-based tools. Early work was characterized by teacher-centered and form-focused corrective feedback, followed by comparative studies of feedback types influenced by sociocultural theory and formative assessment perspectives. Recent research has increasingly addressed learners' metacognition, self-regulation, feedback uptake, and AI-mediated practices. Despite these broader theoretical orientations, the literature remains dominated by short-term interventions and perception-based studies, with limited evidence on sustained writing development in classroom settings. The findings indicate a gap between theoretical advancement and instructional practice in Korean EFL writing. This study calls for longitudinal, classroom-based, and mixed-method research that examines how teacher-, peer-, and AI-mediated feedback can be integrated within context-sensitive instructional models. |
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| ISSN: | 1017-7108 2671-9312 |
