This short article reviews key literature that problematizes the conventional WCF approach, which adheres to native-speaker norms and fails to reflect the diverse realities of English use in the globalized era. Drawing on Lee's (2023) proposal, the article discusses the principles and benefits of a feedback pedagogy informed by Global Englishes (GE), which values learners' linguistic resources, prioritizes communicative effectiveness, and promotes language awareness. In line with Rose and Galloway's (2019) GELT curriculum innovation cycle, the article highlights the need for further research to examine the feasibility, compatibility, and effectiveness of this approach in various contexts. It also emphasizes the importance of developing guidelines to support teachers in adopting GE principles and incorporating them into teacher training programs, with a specific focus on feedback in writing. The article concludes by underscoring the potential of the GELT framework for transforming feedback practices in L2 writing and fostering a more equitable and inclusive landscape of written feedback research and pedagogy.