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.
Key words: supervisory feedback, English language teaching, systematic review
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