<![CDATA[This systematic literature review examines the effectiveness of digital and non-digital corrective feedback in Indonesian secondary school writing skills, particularly in improving writing accuracy, revision behavior, and student engagement. It also seeks its alignment with SLA theories. 18 empirical articles published between 2015-2025 were selected from Google Scholar through Publish or Perish using the PRISMA guideline. The findings showed that both modes of feedback highly improve students’ writing skills. Non-digital feedback, such as indirect and coded feedback, improves grammatical accuracy and encourages student autonomy in the revision process. Digital feedback, such as AI-based tools and collaborative platforms, is effective in enhancing surface-level accuracy, facilitating revision, and increasing student engagement, as outlined in SLA theories, especially interactionist and socio-cultural theories, indirect feedback supports “Noticing,” and digital feedback increases interaction and reduces affective filters. For maximum results, the review recommends a combination of both corrective feedback modes.Keywords: efficacy; digital and non-digital feedback; senior high school; writing]]>
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