The Contribution of Teacher Feedback to the Revision of Student’s Work in Primary and Secondary Education: A Systematic Literature Review

Abstract

Teacher feedback is crucial in the teaching and learning process as it helps describe the learner's performance objectively and guides them in revising their work to improve academic performance. While previous reviews have provided valuable information on different types of feedback and their use, effectiveness, effects on learner learning, and pedagogical benefits at both teaching and learning levels, none have focused exclusively on the connection of feedback with revision. This systematic literature review was based on the revised PRISMA 2020 statement, a widely accepted set of guidelines for reporting systematic reviews and meta-analyses. After removing duplicate studies and applying two levels of research to exclude studies based on title, abstract, inaccessibility, and not meeting quality criteria, 32 relevant surveys were found conducted in primary and secondary education from 2013-2023, assessing the contribution of teacher feedback to the revision of learners' work. The results showed that most studies found significant benefits from applying various types of feedback processes in successfully revising learners' work. These processes led to correcting errors, improving the quality of their texts, assimilating improvement strategies, and promoting receptivity among teachers and learners. Most research focused on language learning and related skills such as grammar, syntax, spelling, writing, and text comprehension, primarily using quasi-experimental interventions in English as a second and foreign language courses.