Data_Sheet_1_ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies.docx

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. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. 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. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables.

教师书面反馈（Teacher Written Feedback，TWF）长期以来被视为提升英语作为第二语言（English as a Second Language，ESL）/英语作为外语（English as a Foreign Language，EFL）学习者写作水平的必要教学工具，而学习者对该反馈的回应往往能够体现其实施效果。本文从研究方法、理论框架与核心发现三个维度，对2010至2021年发表于顶级期刊的64篇相关文献进行了综述。对这些文献的分析显示，鲜有研究采用理论框架探讨学习者对教师书面反馈的回应，且本综述指出，未来亟需开展采用混合研究方法、并依托社会文化心智理论（Sociocultural Theory of Mind，SCT）等理论框架的纵向自然主义研究，以更好地阐释学习者在回应教师书面反馈时的动态参与过程。既往研究的核心发现表明，不同语言水平以及身处多元社会文化背景的学习者，其反馈回应方式呈现出显著多样性。本综述结果显示，未来研究可采用基于课堂的混合研究设计，以探究学习者相关变量。