The Use of Video-Assisted Feedback in University-Level English Language Teaching: A Systematic Review

Purpose: This research aims to examine the effectiveness of video-assisted feedback use in university-level English language teaching (ELT) classes based on the results of the studies in the field. Method: The research was carried out within the framework of Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). For this purpose, Web of Science (WoS) was searched by using the keywords “video-based feedback”, “video-assisted feedback”, “video feedback”. In the selection phase, the studies were evaluated according to their contents, and the studies that met the inclusion criteria and were suitable for the research purpose were included in the systematic review. A total of 16 studies from 2015 to 2025 were included in the study. Findings: The findings show that video-assisted feedback has positive impact on the achievement and language proficiency of students. Moreover, when video-assisted feedback was used, students were reported to show positive progress regarding their motivation, anxiety, attitude, reflection, self-efficacy, self-confidence, and responsibility. In addition to the effect of video-assisted feedback on cognitive and affective skills of students, the positive effect on the interaction between students and teachers was also reported. Conclusion: The analysis of video-assisted feedback indicated that greater emphasis was placed on its strengths than on its limitations. Regarding the strengths, the articles included in this review mentioned the multimodality feature of video-assisted feedback, clear, comprehensive, intelligible, detailed, and individualized feedback that video-assisted feedback provides, being time efficient and less workload for teachers. On the other hand, a number of limitations were reported in the articles such as technical problems, timing of feedback and high workload for students.