Abstract
The willingness to communicate in a foreign language is a crucial aspect of language learning. This systematic literature review examines the influence of feedback, including peer-to-peer feedback, teacher´s feedback and computer-mediated feedback on student´s willingness to communicate in foreign language contexts. We included twenty selected studies conducted between 2000-2021, retrieved from the Web of Science and Scopus databases, to explore the role of feedback promoting or hindering students´ willingness to communicate. Our review suggests that factors like the fear of making mistakes and losing face can impede students’ willingness to communicate. We conclude by outlining pedagogical implications for enhancing students´ willingness to communicate in language teaching.
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