Beyond feedback-mode competition: a critical integrative review of source, delivery mode, and feedback use in higher-education L2 writing

Maryse Riad, Lobna El Khabaty, Ramy Shabara

Abstract


Feedback in higher-education L2 writing is shaped by how feedback is delivered and who or what provides it. This critical integrative review synthesizes 23 empirical studies published from 2010 through July 2026 to examine students’ and teachers’ perceptions and experiences of feedback across written, audio, audiovisual/screencast, multimodal, AI-mediated, and human–AI configurations. The review distinguishes feedback source from delivery mode and treats perception, preference, feedback uptake, revision, and writing performance as related but non-equivalent forms of evidence. Across the literature, no feedback mode emerges as universally superior. Written feedback supports precision and retrievability; audio offers elaboration and interpersonal presence; audiovisual feedback combines explanation with visual localization; and AI-mediated feedback offers immediacy and scalability. However, these affordances are conditioned by learner characteristics, task and genre, feedback purpose and timing, accessibility, feedback literacy, and teacher workload. Students and teachers appear to value clarity, specificity, personalization, and explanatory richness, although teachers additionally emphasize feasibility and sustainability. AI evidence is similarly heterogeneous, with current research more supportive of human–AI complementarity than substitution. The review’s central contribution is a shift from feedback-mode competition to a configurational account in which source, delivery mode, context, stakeholder experience, and feedback use are understood as interdependent. The proposed Complementary Feedback Ecology Model organizes these relationships heuristically and identifies priorities for direct stakeholder comparisons, workload-sensitive designs, and a more rigorously specified feedback research agenda. The findings provide new insights into how feedback configurations can align pedagogical purpose, learner needs, and sustainable implementation in higher-education writing.

 

Received 08 September 2026

Accepted 10 October 2026

Published 14 October 2026


Keywords


Feedback; L2 Writing; Perceptions; Critical Integrative Review

Full Text:

PDF

References


Abdu, Murad, and Saeed Mohammed. 2021. “Does Teacher Feedback Mode Matter for Language Students?” Asian EFL Journal 28 (1): 202–28. https://www.asian-efl-journal.com/monthly-editions-new/2021-monthly-edition/volume-28-issue-1-1-february-2021/index.htm.

Alharbi, Mohammed Abdullah. 2022. “Exploring the Impact of Teacher Feedback Modes and Features on Students’ Text Revisions in Writing.” Assessing Writing 52 (April): 100610. https://doi.org/10.1016/j.asw.2022.100610.

Alharbi, Mohammed Abdullah, and Abdurrazzag Alghammas. 2021. “Teacher Written Vs. Audio Feedback on Undergraduates’ Written Assignments.” Theory and Practice in Language Studies 11 (12): 1562–70. https://doi.org/10.17507/tpls.1112.08.

Ali, Amira Desouky. 2016. “Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception.” English Language Teaching 9 (8): 106. https://doi.org/10.5539/elt.v9n8p106.

Alnemrat, Areen, Hesham Aldamen, Mohamad Almashour, Mutasim Al-Deaibes, and Rami AlSharefeen. 2025. “AI Vs. Teacher Feedback on EFL Argumentative Writing: A Quantitative Study.” Frontiers in Education 10 (July): 1614673. https://doi.org/10.3389/feduc.2025.1614673.

Bakla, Arif. 2020. “A Mixed-Methods Study of Feedback Modes in EFL Writing.” Language Learning & Technology 24 (1): 107–28. https://doi.org/10.64152/10125/44712.

Bezemer, Jeff, and Gunther Kress. 2008. “Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning.” Written Communication 25 (2): 166–95. https://doi.org/10.1177/0741088307313177.

Brearley, Francis Q., and W. Rod Cullen. 2012. “Providing Students With Formative Audio Feedback.” Bioscience Education 20 (1): 22–36. https://doi.org/10.11120/beej.2012.20000022.

Bush, Jerome C. 2020. “Using Screencasting to Give Feedback for Academic Writing.” Innovation in Language Learning and Teaching 15 (5): 1–14. https://doi.org/10.1080/17501229.2020.1840571.

Cao, Lien. 2023. “EFL Undergraduates’ Perceptions of the Use of Screencast Feedback in an Online Writing Course.” TESOL and Technology Studies 4 (2): 1–14. https://doi.org/10.48185/tts.v4i2.786.

Cavaleri, Michelle, Satomi Kawaguchi, Bruno Di Biase, and Clare Power. 2019. “How Recorded Audio-Visual Feedback Can Improve Academic Language Support.” Journal of University Teaching and Learning Practice 16 (4). https://doi.org/10.53761/1.16.4.6.

Cavanaugh, Andrew, and Liyan Song. 2014. “Audio Feedback Versus Written Feedback: Instructors’ and Students’ Perspectives.” MERLOT Journal of Online Learning and Teaching 10 (1): 122–38. https://jolt.merlot.org/vol10no1/cavanaugh_0314.pdf.

Cronin, Matthew A., and Elizabeth George. 2020. “The Why and How of the Integrative Review.” Organizational Research Methods 26 (1): 168–92. https://doi.org/10.1177/1094428120935507.

Cunningham, Kelly J. 2019. “Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing.” Computers and Composition 52 (June): 222–41. https://doi.org/10.1016/j.compcom.2019.02.003.

ElEbyary, Khaled, Ramy Shabara, and Deena Boraie. 2024. “The Differential Role of AI-Operated WCF in L2 Students’ Noticing of Errors and Its Impact on Writing Scores.” Language Testing in Asia 14 (1). https://doi.org/10.1186/s40468-024-00312-1.

Han, Feifei, and Zehua Wang. 2026. “Teacher Feedback and ChatGPT Feedback on Chinese University EFL Learners’ English Essay Revision: A Mixed-Methods Study.” Computers and Education: Artificial Intelligence 10 (June): 100590. https://doi.org/10.1016/j.caeai.2026.100590.

Han, Jining, and Mimi Li. 2024. “Exploring ChatGPT-Supported Teacher Feedback in the EFL Context.” System 126 (November): 103502. https://doi.org/10.1016/j.system.2024.103502.

Karagoz, Inanc. 2025. “AI-Generated Feedback in English Writing Instruction for Language Learners: A Systematic Review.” The Reading Matrix: An International Online Journal 25 (1): 51–67. https://www.readingmatrix.com/files/34-9gp90gjo.pdf.

Keane, Kjrsten, Daniel McCrea, and Miriam Russell. 2018. “Personalizing Feedback Using Voice Comments.” Open Praxis 10 (4): 309. https://doi.org/10.5944/openpraxis.10.4.909.

Khojasteh, Laleh, Afshin Soori, and Fareeha Javed. 2025. “Comparing Teacher E-Feedback, AI Feedback, and Hybrid Feedback in Enhancing EFL Writing Skills.” Technology in Language Teaching & Learning 7 (3): 102626. https://doi.org/10.29140/tltl.v7n3.102626.

Kress, Gunther R. 2001. Multimodal Discourse : The Modes and Media of Contemporary Communication . Arnold. https://search.worldcat.org/title/Multimodal-discourse-:-the-modes-and-media-of-contemporary-communication/oclc/882785470.

Liu, Chenying, and Maocheng Liang. 2026. “The Effects of AI-Assisted Feedback on Students’ Perceptions, Emotions, and Learning Outcomes in L2 Writing: A Three-Level Meta-Analysis.” System 139 (June): 104018. https://doi.org/10.1016/j.system.2026.104018.

Lunt, Tom, and John Curran. 2009. “‘Are You Listening Please?’ The Advantages of Electronic Audio Feedback Compared to Written Feedback.” Assessment & Evaluation in Higher Education 35 (7): 759–69. https://doi.org/10.1080/02602930902977772.

Matikainen, Tiina. 2024. “Academic Writing in English: Lessons From an EMI-Program in Japan.” Journal of English for Academic Purposes 68 (March): 101358. https://doi.org/10.1016/j.jeap.2024.101358.

Nazaretsky, Tanya, Paola Mejia-Domenzain, Vinitra Swamy, Jibril Frej, and Tanja Käser. 2024. “AI or Human? Evaluating Student Feedback Perceptions in Higher Education.” Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, (Krems, Austria), 284–98.

Nemec, Eric C., and Matthew Dintzner. 2016. “Comparison of Audio Versus Written Feedback on Writing Assignments.” Currents in Pharmacy Teaching and Learning 8 (2): 155–59. https://doi.org/10.1016/j.cptl.2015.12.009.

Oanh, Tran Thi Thuy, and Tran Thi Minh Ngoc. 2026. “Teachers’ and Students’ Perceptions of AI-Based Writing Assessment.” The University of Danang - Journal of Science and Technology 24 (2): 142–48. https://doi.org/10.31130/ud-jst.2026.24(2).006e.

Page, Matthew J, Joanne E McKenzie, Patrick M Bossuyt, et al. 2021. “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews.” British Medical Journal 372 (71). https://doi.org/10.1136/bmj.n71.

Rethlefsen, Melissa L., Shona Kirtley, Siw Waffenschmidt, et al. 2021. “PRISMA-S: An Extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews.” Systematic Reviews 10 (1). https://doi.org/10.1186/s13643-020-01542-z.

Roy, Sukanto, and Matthew A. Vetter. 2023. “Audio Versus Written Feedback: Multilingual Students’ Perspective in a U.S. Composition Class.” Feedback Research in Second Language 1 (December): 149–74. https://doi.org/10.32038/frsl.2023.01.09.

Ryan, Tracii, Michael Henderson, and Michael Phillips. 2019. “Feedback Modes Matter: Comparing Student Perceptions of Digital and Non-Digital Feedback Modes in Higher Education.” British Journal of Educational Technology 50 (3): 1507–23. https://doi.org/10.1111/bjet.12749.

Saeed, Murad Abdu, Atef AbuSa'aleek, and Mohammed Abdullah Alharbi. 2024. “Examining Teacher’s Evaluative Language in Written, Audio and Screencast Feedback on EFL Learners’ Writing From the Appraisal Framework: A Linguistic Perspective.” Assessing Writing 61 (July): 100871. https://doi.org/10.1016/j.asw.2024.100871.

Sasaki, Akihiko, and Osamu Takeuchi. 2026. “‘Noticed but Not Used’: The Gap Between AI Feedback and Its Delayed Application in L2 Academic Writing.” Asian Journal of English Language Teaching 35 (4): 80–100. https://doi.org/10.65961/ajelt-2026-4-005.

Torraco, Richard J. 2005. “Writing Integrative Literature Reviews: Guidelines and Examples.” Human Resource Development Review 4 (3): 356–67. https://doi.org/10.1177/1534484305278283.

Voelkel, Susanne, and Luciane V. Mello. 2014. “Audio Feedback – Better Feedback?” Bioscience Education 22 (1): 16–30. https://doi.org/10.11120/beej.2014.00022.

Zeevy-Solovey, Orit. 2024. “Comparing Peer, ChatGPT, and Teacher Corrective Feedback in EFL Writing: Students’ Perceptions and Preferences.” Technology in Language Teaching & Learning 6 (3): 1482. https://doi.org/10.29140/tltl.v6n3.1482.

Özkul, Sertaç, and Deniz Ortaçtepe. 2017. “The Use of Video Feedback in Teaching Process‐Approach EFL Writing.” TESOL Journal 8 (4): 862–77. https://doi.org/10.1002/tesj.362.




DOI: https://dx.doi.org/10.21622/ILCC.2026.06.2.2412

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Maryse Riad, Lobna El Khabaty, Ramy Shabara

Insights into Language, Culture and Communication

E-ISSN: 2812-491X

P-ISSN: 2812-4901

 

Published by:

Academy Publishing Center (APC)

Arab Academy for Science, Technology and Maritime Transport (AASTMT)

Alexandria, Egypt

ilcc@aast.edu