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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
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
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  Data: Evolving Paradigms of Feedback in Korean EFL Writing: A Critical Synthesis of Theory, Trends, and AI Approaches
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  Data: <searchLink fieldCode="AR" term="%22Si-Yeon+Pyo%22">Si-Yeon Pyo</searchLink><br /><searchLink fieldCode="AR" term="%22Young+Wha+Lee%22">Young Wha Lee</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%22"><i>English Teaching</i></searchLink>. 2026 81(1):225-248.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
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  Label: Abstract
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  Data: 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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      – Text: English
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        PageCount: 23
        StartPage: 225
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Educational Policy
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      – SubjectFull: Curriculum
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      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Self Management
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      – SubjectFull: South Korea
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              Y: 2026
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