Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-

The gap

Consensus across the literature

Supporting evidence — 6 representative gaps

• The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback (2017) · doi

  It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback.

  Keywords: feedback corrected necessary conduct further corrective student perspective examine individual differences terms factors writing anxiety
• Pedagogical utility of oral discussion versus collaborative drafting (2019) · doi

  Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.

  Keywords: group originality value there conducted explore effects whole student oral discussion learners writing skill compare
• Students’ L2 Writing Motivation and Self-Efficacy: A Case of Quality-Oriented Writing for Publication (2023) · doi

  A growing body of research has investigated students’ perceptions on corrective feedback in relation with their emotional state as well as satisfaction in writing, but few studies have considered students’ writing motivation and self-efficacy upon receiving corrective feedback on the same writing section of their scholarly manuscript.

  Keywords: writing students corrective feedback growing body investigated perceptions relation emotional state well satisfaction considered motivation
• Investigating teachers and students’ perceptions of written corrective feedback in the context of tertiary education in Oman (2019) · doi

  In more detail, in response to the encountered testing problem that involves variability in written corrective feedback and, as a consequence, inconsistent evidence of student position in relation to their improvement in writing and ways to achieve it, the authors discuss the ways teachers respond to students’ writing, the type of feedback they deliver, and the strategies they adopt to provide their feedback.

  Keywords: feedback writing ways detail response encountered testing problem involves variability written corrective consequence inconsistent evidence
• The impact of models and reformulations on EFL primary school children's noticing and written output (2022) · doi

  The present study aims to contribute to the literature about written corrective feedback (WCF) by addressing two under-researched aspects: on the one hand, making a comparison of models and reformulation as to their effect in noticing and incorporation of linguistic features in learners’ revised drafts; on the other hand, exploring the use of these WCF types by a group of 28 primary school learners (11–12 years old) engaged in collaborative writing.

  Keywords: hand learners present aims contribute literature written corrective feedback addressing researched aspects making comparison models
• Teacher–Student Rapport, Emotional Well-Being, and Written Corrective Feedback in Algerian EFL Contexts (2026) · doi

  <p>Although considerable attention has been devoted to the cognitive aspects of written corrective feedback (WCF) in second language (L2) acquisition (SLA), the emotional and relational factors influencing feedback reception remain insufficiently examined, particularly in underrepresented regions such as North Africa.

  Keywords: feedback considerable attention devoted cognitive aspects written corrective second language acquisition emotional relational factors influencing