Written corrective feedback (WCF) is a ubiquitous pedagogical activity in second language (L2) classrooms and has become a key area of inquiry in L2 writing research. While there have been several reviews on experimental WCF research, there is not yet a synthesis of naturalistic classroom studies where the type and amount of feedback provided on students' writing performance is not manipulated or controlled. This state-of-the-art article intends to fill the gap by providing a comprehensive and critical review of naturalistic WCF studies in L2 writing, with significant implications for practice and research. A systematic search generated 50 empirical studies that met our inclusion criteria for the current review, which revealed four major themes: (1) teacher WCF practices in L2 writing classrooms, (2) L2 learner responses to WCF, (3) stakeholders’ beliefs and perspectives on WCF, and (4) WCF-related motivation and emotions. Based on the reviewed evidence, we propose pedagogical implications for enhancing teacher WCF practices and student learning, as well as potential avenues for further exploration. This article contributes to a nuanced understanding of current empirical advances in naturalistic research on WCF in L2 writing, providing insights to inform WCF pedagogy and new lines of inquiry.

中文翻译：

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第二语言写作中的书面纠正反馈：自然主义课堂研究的综合

书面纠正反馈（WCF）是第二语言（L2）课堂中普遍存在的教学活动，并已成为第二语言写作研究的一个关键领域。虽然对实验性 WCF 研究进行了一些评论，但尚未对自然主义课堂研究进行综合，其中对学生写作表现提供的反馈的类型和数量不受操纵或控制。这篇最先进的文章旨在通过对第二语言写作中的自然主义 WCF 研究进行全面和批判性的回顾来填补这一空白，对实践和研究具有重大意义。系统搜索产生了 50 项实证研究，符合我们当前审查的纳入标准，揭示了四个主要主题：(1) 教师在第二语言写作课堂中的 WCF 实践，(2) 第二语言学习者对 WCF 的反应，(3) 利益相关者的信念和对 WCF 的看法，以及 (4) 与 WCF 相关的动机和情绪。根据审查的证据，我们提出了加强教师 WCF 实践和学生学习的教学意义，以及进一步探索的潜在途径。本文有助于对当前 WCF 二语写作自然主义研究的实证进展进行细致入微的理解，为 WCF 教学法和新的探究线索提供见解。