Feedback in second language (L2) writing is an issue of considerable interest for both teachers and researchers. While previous meta-analytic and synthetic reviews have focused on the benefits and positive impacts of feedback, scant attention has been given to its potential side effects—namely, unwanted or unintended negative consequences. A deeper understanding of these side effects is essential, which can foster a nuanced perspective on the multifaceted impact of feedback and guide teachers in mitigating negative outcomes. This thematic review synthesizes 40 empirical studies that examine the adverse effects of teacher feedback in L2 writing. Findings reveal that feedback may impede students’ writing progress and evoke their emotional distress, cognitive confusion, behavioral disengagement, and demotivation in learning. Furthermore, feedback may have detrimental effects on teachers’ emotional and psychological states, as well as their teaching practices and relationship with students. Based on these findings, we propose pedagogical strategies to alleviate these adverse effects and promising avenues for future research. The current study enhances our understanding of the complex dynamics of feedback, yielding valuable implications for feedback practices and further investigation.
Studies included in this thematic review are indicated using an asterisk (*).
2.
Al-HoorieAHVittaJP (2019) The seven sins of L2 research: a review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR impact factors. Language Teaching Research23(6): 727–744.
3.
AlshahraniAStorchN (2014) Investigating teachers’ written corrective feedback practices in a Saudi EFL context: how do they align with their beliefs, institutional guidelines, and students’ preferences?Australian Review of Applied Linguistics37(2): 101–122.
4.
BrownDLiuQNorouzianR (2023) Effectiveness of written corrective feedback in developing L2 accuracy: a Bayesian meta-analysis. Language Teaching Research. DOI:10.1177/13621688221147374
5.
*BuckinghamLAktuğ-EkinciD (2017) Interpreting coded feedback on writing: Turkish EFL students’ approaches to revision. Journal of English for Academic Purposes26: 1–16.
6.
*BusseV (2013) How do students of German perceive feedback practices at university? A motivational exploration. Journal of Second Language Writing22(4): 406–424.
7.
*ChenHRasoolUHuT, et al. (2025) Examining the beliefs of non-native English-speaking teachers and EFL students about WCF in enhancing writing skills. Acta Psychologica256: 105064.
8.
*ChengXLiuY (2022) Student engagement with teacher written feedback: insights from low-proficiency and high-proficiency L2 learners. System109: 102880.
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*ChengXZhangLJ (2024) Examining second language (L2) learners’ engagement with AWE-teacher integrated feedback in a technology-empowered context. The Asia-Pacific Education Researcher33(4): 1023–1035.
10.
*di GennaroKEkiertM (2021) The impact of corrective feedback on English articles. ELT Journal75(3): 290–299.
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*EcksteinGBellL (2023) Dynamic written corrective feedback in first-year composition: accuracy and lexical and syntactic complexity. RELC Journal54(3): 630–647.
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EllisR (2010) Epilogue: a framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition32(2): 335–349.
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*ElwoodJABodeJ (2014) Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System42: 333–343.
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FerrisD (2011) Treatment of Error in Second Language Student Writing. Ann Arbor: University of Michigan Press.
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*FerrisD (2014) Responding to student writing: teachers’ philosophies and practices. Assessing Writing19: 6–23.
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*FerrisDLiuHSinhaA, et al. (2013) Written corrective feedback for individual L2 writers. Journal of Second Language Writing22(3): 307–329.
17.
*GuénetteDLysterR (2013) Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review69(2): 129–153.
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*HanY (2019) Written corrective feedback from an ecological perspective: the interaction between the context and individual learners. System80: 288–303.
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*HanYHylandF (2015) Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing30: 31–44.
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*HanYHylandF (2019) Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes38: 1–13.
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*HartshornKJEvansNWMerrillPF, et al. (2010) Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly44(1): 84–109.
22.
HylandKHylandF (eds.) (2019) Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press.
23.
*JunqueiraLPayantC (2015) “I just want to do it right, but it's so hard”: a novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing27: 19–36.
24.
KangEHanZ (2015) The efficacy of written corrective feedback in improving L2 written accuracy: a meta-analysis. The Modern Language Journal99(1): 1–18.
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*KurzerK (2018) Dynamic written corrective feedback in developmental multilingual writing classes. TESOL Quarterly52(1): 5–33.
26.
LeeI and Mao Z (2025) Why feedback fails in conventional writing classrooms. RELC Journal. DOI:10.1177/00336882251340720
27.
*Lee I (2011) Working smarter, not working harder: revisiting teacher feedback in the L2 writing classroom. Canadian Modern Language Review67(3): 377–399. DOI:10.3138/cmlr.67.3.377
28.
Lee I (2019) Teacher written corrective feedback: less is more. Language Teaching52(4): 524–536. DOI:10.1017/S0261444819000247
29.
Lee I (2023) Problematising written corrective feedback: a global Englishes perspective. Applied linguistics44(5): 791–796. DOI:10.1093/applin/amad038
30.
*LiuRXinP (2025) Self-imposed pressure or joyful learning: emotions of Chinese as a foreign language learners in feedback on academic writing. Frontiers in Psychology15: 1463488.
31.
*LiuYStorchNMortonJ (2022) It takes two to tango: investigating teacher-student interactions related to written corrective feedback with activity theory. Assessing Writing: 100647. DOI:10.1016/j.asw.2022.100647
32.
*LuoN (2025) Teacher behaviour and student engagement with L2 writing feedback: a case study. International Review of Applied Linguistics in Language Teaching63(2): 1347–1371.
33.
*MahfoodhOHA (2017) “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing31: 53–72.
34.
MaoZLeeI and Li S (2024) Written corrective feedback in second language writing: a synthesis of naturalistic classroom studies. Language Teaching57(4): 449–477. DOI:10.1017/S0261444823000393
35.
*McMartin-MillerC (2014) How much feedback is enough?: instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing19: 24–35.
36.
MercerMGulserenDB (2024) When negative feedback harms: a systematic review of the unintended consequences of negative feedback on psychological, attitudinal, and behavioral responses. Studies in Higher Education49(4): 654–669.
37.
*NiFXuW (2025) How do English Proficiency and learning motivation shape EFL students’ emotions toward written corrective feedback?System131: 103681.
38.
*NurmukhamedovUKimSH (2010) ‘Would you perhaps consider…’: hedged comments in ESL writing. ELT Journal64(3): 272–282.
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*ReynoldsBLTengMF (2021) Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors. Studies in Second Language Learning and Teaching11(3): 423–444.
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*RoothooftHLázaro-IbarrolaABultéB (2025) Task repetition and corrective feedback via models and direct corrections among young EFL writers: draft quality and task motivation. Language Teaching Research29(3): 1311–1344.
41.
*SimardDGuénetteDBergeronA (2015) L2 learners’ interpretation and understanding of written corrective feedback: insights from their metalinguistic reflections. Language Awareness24(3): 233–254.
42.
TimulakLCreanerM (2023) Essentials of Qualitative Meta-analysis. Washington: American Psychological Association.
43.
TruscottJ (1996) The case against grammar correction in L2 writing classes. Language Learning46(2): 327–369.
44.
*TsaoJJTsengWTWangC (2017) The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports120(2): 219–241.
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*YanCHeCShengH (2024) ‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays. Innovations in Education and Teaching International: 1–15. DOI:10.1080/14703297.2024.2437116
46.
*YangLFZhangLJ (2023) Self-regulation and student engagement with feedback: the case of Chinese EFL student writers. Journal of English for Academic Purposes63: 101226.
47.
*YuS (2021) Feedback-giving practice for L2 writing teachers: friend or foe?Journal of Second Language Writing52: 100798.
48.
*YuSGengFLiuC, et al. (2021a) What works may hurt: the negative side of feedback in second language writing. Journal of Second Language Writing54: 100850.
49.
*YuSJiangLZhouN (2020) Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: a large scale study. Assessing Writing44: 100451.
50.
YuSWuPLiangC (2025a) “It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy. Applied Linguistics. DOI:10.1093/applin/amaf033
51.
*YuSZhengYJiangL, et al. (2021b) “I even feel annoyed and angry”: teacher emotional experiences in giving feedback on student writing. Assessing Writing48: 100528.
52.
*YuSZhouNJiangL (2025b) Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices. Applied Linguistics Review16(1): 537–563.
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*ZhangTChenXHuJ, et al. (2021) EFL Students’ preferences for written corrective feedback: do error types, language proficiency, and foreign language enjoyment matter?Frontiers in Psychology12: 660564.
54.
*ZhangZHylandK (2018) Student engagement with teacher and automated feedback on L2 writing. Assessing Writing36: 90–102.
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*ZhengYYuS (2018) Student engagement with teacher written corrective feedback in EFL writing: a case study of Chinese lower-proficiency students. Assessing Writing37: 13–24.
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*ZhengYYuSLiuZ (2023) Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education28(2): 301–321.
