Student engagement with written feedback in second language writing: a systematic methodological review

Abstract Student engagement with written feedback has gained increasing scholarly attention in second language (L2) writing research. However, conceptual and methodological inconsistencies remain across empirical studies. This systematic methodological review synthesizes 76 empirical studies published between 2004 and May 2025 in SSCI-indexed journals, aiming to provide a comprehensive understanding of how student engagement with written feedback has been theorized, conceptualized, operationalized, and investigated. Guided by PRISMA 2020 guidelines, the review identifies dominant theoretical and conceptual frameworks (e.g., sociocultural theory, self-determination theory, engagement, and others), highlights varied conceptualizations across cognitive, behavioral, affective, social, and agentic dimensions, and maps major operational sub-dimensions. Methodologically, most studies adopt case study or mixed-methods designs, combining data sources such as writing drafts, interviews, stimulated recalls, and surveys. The review reveals a geographical concentration in East Asia, small sample sizes, and a focus on higher education contexts. Writing genres include argumentative and academic writing, with feedback provided by teachers, peers, or artificial intelligence tools. This study contributes to offering methodological trends and future directions for research on the dynamic interplay between feedback and student engagement in L2 writing.