This study examines the developmental trajectory of feedback research in Korean EFL writing from the early 1990s to 2025 through a qualitative systematic synthesis of KCIindexed journal articles. Drawing on major learning theories and educational reforms, the study identifies four stages that reflect shifts in curriculum policy, assessment practices, and the gradual incorporation of digital and AI-based tools. Early work was characterized by teacher-centered and form-focused corrective feedback, followed by comparative studies of feedback types influenced by sociocultural theory and formative assessment perspectives. Recent research has increasingly addressed learners’ metacognition, self-regulation, feedback uptake, and AI-mediated practices. Despite these broader theoretical orientations, the literature remains dominated by short-term interventions and perception-based studies, with limited evidence on sustained writing development in classroom settings. The findings indicate a gap between theoretical advancement and instructional practice in Korean EFL writing. This study calls for longitudinal, classroom-based, and mixed-method research that examines how teacher-, peer-, and AI-mediated feedback can be integrated within context-sensitive instructional models.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Conceptualizing Feedback and Theoretical Developments inFeedback Research
    2.2. Types and Modes of Feedback in L2 Writing
3. METHODOLOGY
    3.1. Research Design and Criteria for Literature Selection
    3.2. Literature Collection and Analytical Procedures
    3.3. Analytical Approach
    3.4. Strategies for Ensuring Reliability and Validity
4. TRENDS IN FEEDBACK RESEARCH IN KOREAN EFL WRITING
    4.1. Learner Participation, Process-oriented, and Early Web-basedFeedback Research (1990s–Mid-2000s)
    4.2. Exploration of Feedback Types, Modes, and Contextual Factors (Mid-2000s–Mid-2010s)
    4.3. Metacognition, Self-regulation, and Feedback Uptake and StrategicUse (Late 2010s–Present)
    4.4. AI- and EdTech-based Feedback Research (Late 2010s–Present)
5. CONCLUSION AND IMPLICATION
REFERENCES

• Si-Yeon Pyo(Assistant Professor, Division of Paideia, Sungkyul University)
• Young Wha Lee(Lecturer, Division of English Lan. & Lit., Sookmyung Women’s University, 100 Cheongpa-ro 47-gil, Yongsan-gu, Seoul 04310, Korea) Corresponding author