Özet:

Academic writing is a development activity in associate degree, undergraduate and graduate programs in order to increase the quality of students' work and to improve their writing skills that they produce. Feedback is an interactive communication between the teacher and the learner and it encourages learning. The study aims to explore the importance of feedback by compiling articles in a systematic way on feedback used in academic writing at the university level. In this context, the demographic and methodological information of the feedback studies and the characteristics of the feedback were examined by the systematic review method, which is a qualitative research design. ERIC and Web of Science databases were reviewed, and 84 accessible studies within the scope of the feedback topic at the university level constituted the sample of the study. The data entered in the publication classification form were analyzed and then interpreted. An increasing graph has been observed over the years in the feedback studies used in academic writing at the university level. Most of the reviewed studies are on affective dimensions and skills. Qualitative research has been more preferred. There are more studies using content and descriptive analysis through questionnaires. The source of feedback was mostly course instructor. It was observed that the feedback was mostly given by face to face. In academic writing, it was seen that formative, corrective and constructive were mostly given in terms of the characteristics of the feedback. In addition, feedback, which has a formative feature, increases the success of the students and this feedback has been seen mostly in collaborative studies.

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