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feedback on L2 writing development  \nTuba Özturan 1  \nHacer Hande Uysal2  \n1Erzincan Binali Yıldırım University, Erzincan, Türkiye 2Hacettepe University, Ankara, Türkiye  \nAbstract  \nThis study explored the effects of Mediation-based Feedback and Direct Corrective Feedback on the linguistic accuracy and rhetorical development of EFL university students’ writing. Aquasi-experimental design involved two L2 writing classes (mediation group vs. correction group), each receiving feedback across three writing tasks: pre-test, post-test, and delayed posttest. The mediation group received dialogic, adaptive mediation aligned with learners’ Zones of Proximal Development, while the correction group received teacher-led direct corrections. Quantitative analyses revealed that the mediation group outperformed the correction group in linguistic accuracy, with statistically significant differences and a large effect size. Within-group comparisons showed that mediation led to moderate improvements in linguistic accuracy, while direct corrective feedback produced small yet meaningful gains. No  \nCorrespondence  \nTuba Özturan  \n[tbozturan@gmail.com](tbozturan@gmail.com)  \nPublication  \nReceived: 31 July 2025  \nRevision: 22 October 2025  \nAccepted: 8 December 2025  \nPublished: 10 December 2025  \nCopyright  \n©2025 TESOL in Context  \nThis work is licensed under a Creative Commons Attribution – ShareAlike 4.0 International License.  \nsignificant between-group differences were found for rhetorical development; however, direct corrective feedback yielded sustained medium effect size gains, while the mediation group demonstrated initial progress that regressed over time. The study contributes to research on feedback by highlighting the benefits and limitations of mediation and correction in L2 writing development.  \nKeywords: Correction; direct corrective feedback; dynamic assessment; L2 writing; mediation.  \nIntroduction  \nThe initial aim of this study relies on the recent call within Second Language Acquisition (SLA) research, especially in L2 writing, to employ learner-responsive and social interaction-oriented feedback methodologies (Mao & Lee, 2020; Storch, 2018) . Feedback has always been an important part of language development, particularly in L2 writing; therefore, how to deliver feedback has always been the focus of many scholarly studies, which have found that Corrective Feedback (CF) has led to improvement in L2 writing. However, it has not been clear which CF type might lead to better improvement due to the variety in learner profiles in these studies (Bitchener & Storch, 2016; Mao et al., 2024; Nassaji, 2017) . Also, CF-oriented studies have been criticized on two grounds: the lack of dialogic interactions between teachers and learners during offering CF and the lack of personalized and adaptive feedback aligned with learners’ needs across an implicit-explicit feedback loop.  \nRegarding these gaps, scholars have advocated for the integration of the sociocultural approach in L2 writing research (Lee, 2020; Storch, 2018) . Sociocultural Theory (SCT) proposes a crucial theoretical framework that reconceptualizes feedback as a dialogic and mediated process, in contrast to unidirectional correction. Drawing on the SCT, Dynamic Assessment (DA), with its mediation-oriented nature, has gained prominence with a feedback form that is fine-tuned, responsive, and relies on progress (Poehner, 2008) .  \nDespite the increase in studies comparing CF types, few have compared DA-based mediation and Direct Corrective Feedback (DCF) in L2 writing classrooms and relied on both linguistic and rhetorical improvement across time. Most studies have either explored these approaches in isolation or investigated linguistic accuracy without examining rhetorical dimensions, such as organization, cohesion, and coherence. This study aims to focus on this gap and to evaluate the short-term and long-term effects of mediated feedba","cbCaiseMPSP9Fb4h","https://ap.wps.com/l/cbCaiseMPSP9Fb4h","pdf",551228,29,"English","# Abstract\n# Introduction\n# Literature review\n## Theoretical and empirical perspective of corrective feedback in L2 writing","[{\"question\":\"What does the study investigate about EFL writing development?\",\"answer\":\"It examines how mediation-based feedback and direct corrective feedback affect learners’ linguistic accuracy and rhetorical development over time.\"},{\"question\":\"How were the two feedback approaches implemented in the classroom?\",\"answer\":\"The mediation group received dialogic, adaptive mediation aligned with learners’ Zones of Proximal Development, while the correction group received teacher-led direct corrections.\"},{\"question\":\"How does the study measure writing improvement?\",\"answer\":\"Linguistic accuracy was assessed via grammar, vocabulary, spelling, and mechanics scores, and rhetorical quality was assessed through organization, content, idea generation, and coherence.\"}]","The effects of mediation and corrective feedback on L2 writing development | PDF",1792042842,73]