Teacher Written Feedback (TWF) has been recognized as an important way to improve student learning ( Hyland and Hyland, 2006a, b). The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. The National Research Centre for Foreign Language Education & Graduate School of Education, Beijing Foreign Studies University, Beijing, China.
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