Cultural Differences in Feedback Practice Between EFL and ESL Pre-service Teachers in ELT Context: A Literature Review

Abstract

This literature review investigates how cultural contexts shape feedback practices among pre-service teachers in English Language Teaching (ELT), particularly within English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. Feedback plays a crucial role in language learning and teacher professional development by supporting reflection, error correction, and pedagogical improvement. Previous studies have explored corrective feedback, peer and teacher feedback, and pre-service teachers’ perceptions of feedback; however, limited attention has been given to how sociocultural backgrounds influence feedback practices across EFL and ESL contexts. Drawing on recent studies, this review identifies key differences between the two settings. In EFL contexts, feedback practices tend to emphasize teaching performance, pedagogical reflection, and instructional delivery, with pre-service teachers showing stronger preference for teacher feedback due to perceptions of credibility and authority. In contrast, ESL contexts place greater emphasis on corrective feedback practices, particularly in supporting students’ language production through direct written correction. The review argues that sociocultural and educational environments significantly shape how feedback is provided, interpreted, and utilized by pre-service teachers. The study highlights the need for further comparative research on culturally influenced feedback practices to support more context-sensitive teacher education programs