This systematic review examines empirical studies on teacher-provided Written Corrective Feedback (WCF) and its influence on the revision behaviors of English as a Foreign Language learners, focusing on research published between 2010 and 2025. The review explores three interconnected aspects: how different types of WCF affect revisions, the role of learner perceptions, and methodological moves in the field. After a careful multi-stage screening process, studies that measured observable revision outcomes were analyzed qualitatively. Overall, findings suggest that WCF consistently supports learners in revising their texts, with explicit strategies especially Direct Corrective Feedback and Metalinguistic Explanations producing the most immediate improvements when revisions are required. Learner proficiency and attitudes further shape the effectiveness of feedback, with positive perceptions and greater linguistic readiness fostering deeper engagement and more thorough revisions. Conversely, implicit feedback often presents difficulties for lower-proficiency learners. Methodological review highlights common limitations, including short intervention periods, controlled settings, and limited longitudinal evidence. Emerging research emphasizes the potential of technology, such as automated writing evaluation and keystroke logging, to capture the dynamic nature of revisions. The review underscores the importance of context-sensitive WCF practices and calls for studies that examine feedback effects in ecologically valid, long-term classroom settings.