<p>There is an increasing interest in teacher feedback literacy (TFL) practices and growth mindset-oriented feedback (GMOF) in language education; however, these two research traditions rarely intersect. This paper aims to bridge the gap by examining the convergence of these two research traditions through a systematic literature review of articles published between 2014 and 2024, utilizing the PRISMA framework. First, we identified and categorized the practices of language teachers in TFL and GMOF, and then examined their intersection. Five key categories of feedback literacy practices were identified: teachers encourage self-study for reflective teaching, cultivate relational feedback strategies, develop effective feedback-enabling processes to engage students, collaborate with peers and students, and integrate technology in feedback processes. On the one hand, the analysis of the GMOF practices revealed that GMOF feedback is characterized by specificity, immediacy, objectivity, and diversity. We also identified several points of convergence that expand the concept of language teachers’ feedback literacy, including the use of specific, immediate, and objective comments to expand relational strategies, creating an environment for reflection and personal growth, and the strategic use of technology. This paper argues that understanding the intersection of these two research traditions provides a transformative opportunity to reimagine language teachers’ feedback literacy. The findings highlight the need for professional development programs that equip teachers with practical, enhanced feedback strategies while advocating for practices that foster feedback literacy and a growth-oriented feedback mindset.&#xa0;</p>