Abstract
To compile empirical research published in Swedish about instructor feedback on student written and oral production in Swedish higher education, we have conducted a systematic survey of recent publications (2010-2020) in seven Swedish academic peer-reviewed journals with educational foci. The results of this survey were surprising: during the last ten years, only two studies in Swedish investigating instructor feedback on student writing were published. We found no studies on instructor feedback on student oral production. Moreover, these studies defined the concept of feedback vaguely and used it inconsistently. Not only is the fact that there are so few studies in Swedish on feedback in higher education remarkable, but the inconsistent use of the concept also makes theoretical and pedagogical development difficult. Based on these findings and, to a degree, contrary to the current policies encouraging international publication, we argue that more research publication should also be encouraged in Swedish on Swedish higher education for higher education practitioners.