How and why writers seek feedback: a scoping review of feedback-seeking behavior

Feedback-seeking behaviour (FSB) has attracted research interest in language education but remains relatively under-reviewed in writing research, where understanding learners’ agentive roles in feedback processes can inform effective writing instruction. This scoping review examines how FSB has been studied in the field of writing, with the aim of outlining the strategies and major influencing factors of FSB, and pinpointing directions for future research. Twenty-eight empirical studies were included in the final review after a systematic search of relevant databases and a multi-stage screening process of 610 papers. The synthesis shows that writers adopt the strategies of feedback inquiry and feedback monitoring, and their FSB is impacted by a combination of individual, contextual, and feedback-related factors. By identifying research gaps mentioned in the reviewed studies, this review suggests that future research refine research focus, expand influencing factors, include outcomes of FSB, and link feedback-seeking to feedback literacy. Practically, the review highlights the need for explicit FSB instruction, attention to individual learner factors, and AI-assisted tools to facilitate writers’ FSB.