Feedback in second language (L2) writing is an issue of considerable interest for both teachers and researchers. While previous meta-analytic and synthetic reviews have focused on the benefits and positive impacts of feedback, scant attention has been given to its potential side effects—namely, unwanted or unintended negative consequences. A deeper understanding of these side effects is essential, which can foster a nuanced perspective on the multifaceted impact of feedback and guide teachers in mitigating negative outcomes. This thematic review synthesizes 40 empirical studies that examine the adverse effects of teacher feedback in L2 writing. Findings reveal that feedback may impede students’ writing progress and evoke their emotional distress, cognitive confusion, behavioral disengagement, and demotivation in learning. Furthermore, feedback may have detrimental effects on teachers’ emotional and psychological states, as well as their teaching practices and relationship with students. Based on these findings, we propose pedagogical strategies to alleviate these adverse effects and promising avenues for future research. The current study enhances our understanding of the complex dynamics of feedback, yielding valuable implications for feedback practices and further investigation.
Mao et al. (Thu,) studied this question.