Oral Corrective Feedback Research in Second Language Learning: A Systematic Review of Research Trends, Theoretical Perspectives, and Future Direction

Abstract

Oral corrective feedback (OCF) has long been recognized as a central component of second language acquisition (SLA), with its scholarly landscape growing increasingly diverse. Nevertheless, existing reviews are either relatively dated, unable to account for recent advances including the rapid emergence of AI‑mediated feedback, or take a broad perspective on corrective feedback without a specific focus on OCF. To address this gap, this review analyzed 576 studies published between 1983 and 2026, drawing on records from Web of Science Core Collection, Scopus, and ERIC and combining bibliometric analysis with theory-focused qualitative coding. The findings reveal a four‑phase evolution of OCF research. The initial phase spanning from 1983 to 2011 was dominated by a cognitive‑interactionist focus on feedback types, uptake, and effectiveness. The period from 2012 to 2016 brought increasing diversification and growing sociocultural engagement. Research between 2017 and 2019 saw heightened attention to learner and teacher individual variables. The most recent phase, from 2020 to 2026, is characterized by high thematic diversity, technological integration, and greater sensitivity to affective dimensions. These findings suggest that future OCF research should move beyond examining average feedback effects toward technology-enhanced and more individualized approaches that account for learner differences, while also investigating how teacher cognition, learner characteristics, and contextual conditions jointly shape feedback decision-making and how professional development can support more adaptive practices. Future research would also benefit from greater integration of cognitive, affective, and sociocultural perspectives to develop a more comprehensive understanding of OCF as a dynamic, context-sensitive process.