Meta-Analysis Of The Role Of Supervisory Feedback In Efl/Esl Teacher Education

Abstract

This article reviews the worldwide literature on supervisory feedback practices of mentor teachers in the field of English language teaching. The aim of this article is to provide an in-depth and up-to-date analysis of scholarly literature on the steps taken towards supervision in the ELT area; thus, this research reviewed 17 qualitative and quantitative studies published in English between 2010-2021 following the PRISMA guidelines. This review synthesized studies on in-service and pre-service teachers’, supervisors’, cooperating teachers’, principals’, and university advisors’ perspectives of supervision, the enactment of corpus-based studies, the nature of the supervisory feedback, and the contribution of supervisory post-conferences to teachers’ professional growth
with a discourse analytic perspective as well as qualitative and quantitative paradigms. The results indicated that in many studies supervisors in the English language teaching domain implemented a directive supervisory style, although there were some occasions when a collaborative approach using power dynamics such as expert power was used. Furthermore, the findings of studies
with a linguistic analysis perspective showed that the use of conversational techniques such as responsive mediation, mitigators, elicitation, recapping, prospective talk, and meta comments in supervisory talk play a central role in supervising pre-service and in-service English language teachers.