Communications in Humanities Research ISSN: 2753-7072
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Research Article

Teacher Feedback in Online English Language Learning: A Systematic Literature Review

Tianhao JinThe Nottingham University Business School China, University of Nottingham Ningbo China, Ningbo, 315100, China* Yi FanDepartment of Education, Henan University, Kaifeng, 475000, China Ziqi RenSchool of Mathematical Sciences, Beihang University, Beijing, 102206, China Yicheng WangSchool of Teacher Education, Shaoxing University, Shaoxing, 312000, China Xiyu ZhangInstitute of Education, University College London, 20 Bedford Way, London, WC1H 0XG, England

* Corresponding author: [email protected]

Abstract

In recent decades, numerous scholars have explored the impact of feedback on motivation, highlighting its crucial role in enhancing learning outcomes. Due to the rapid increase in online education, teaching patterns have shifted from in-person instruction to online classrooms. This transition has connected both online teacher feedback and language learning motivation, underscoring the need for a deeper understanding of how these elements interact. To address this, this systematic literature review examines the influence of online teacher feedback on motivation among higher educated ESL learners. Researchers conducted a systematic screening of 559 studies and a subsequent in-depth analysis of the 34 most relevant studies through the lens of motivation. Findings indicate that while there is extensive research on feedback, few studies investigate its impact on learner motivation. Most existing studies neglect the potential benefits of immediate feedback, which learners favor and find most effective. The results of this study offer information about future directions for online English teaching research and practice.

Keywords: ESL learner; Online Corrective Feedback; Systematic Feedback
Published: April 7, 2025
DOI: 10.54254/2753-7064/2024.21744
Volume: CHR Vol.55
pp. 196-207
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