Eamer, AllysonSultan, Wejdan2024-07-022024-07-022024-03-01https://ontariotechu.scholaris.ca/handle/10155/1810Over the years, researchers have conducted empirical studies to investigate the impact of various instructor feedback strategies to enhance English Language Learners (ELLs) writing performance. The present study synthesizes the findings of 46 articles, including both past and current publications. While greater focus was put on corrective feedback strategies, alternative feedback approaches were also considered; overall, the findings confirm that all instructor feedback positively impacts students' writing performance, albeit to different degrees. Moreover, my research indicates that ELLs believe instructor feedback contributes to their writing development. When attempting to gauge students’ specific feedback preferences as well as examine the differential effects of feedback strategies, I found that the benefits of feedback interventions were contingent on and influenced by different variables. Pedagogical implications and areas for further research are discussed.enEnglish Language LearnersAdult learnersInstructor feedback strategiesWriting performancePerceptions and preferencesMaster's Project