A Qualitative Study into How Non-English Major Students Emotionally Respond to Teacher-Written Feedback

Authors

DOI:

https://doi.org/10.54855/ijte.24434

Keywords:

emotion, feedback, non-English major students, learning

Abstract

Despite extant literature on the interplay between pedagogical practices and emotional impact, the emotional responses of non-English major undergraduates to teacher-written feedback in L2 writing classrooms remain underexplored. This research, employing semi-structured interviews and document analysis as primary data collection tools, aims to explore how different functions of feedback, including praise, criticism, and suggestions, evoke students’ emotions in higher education settings. The study, conducted in the context of a single university's L2 writing courses, involved 88 undergraduates for document analysis and 5 for semi-structured interviews. Findings reveal that personalized feedback significantly impacts students' self-perception, learning motivation, and engagement, underscoring the importance of empathy and clarity in feedback delivery. This paper highlights tailored feedback's crucial role in enhancing academic growth and emotional well-being, contributing to a more nuanced understanding of feedback dynamics in language education.

Author Biographies

  • Dinh Anh Duc, Saigon University, Ho Chi Minh City, Vietnam

    Dinh Anh Duc holds a Bachelor's degree in English Language Teacher Education from Saigon University, and he is studying for a Master's degree in TESOL at the University of Hull, UK. He is also an English language teacher at the English House Center. His research interests include educational psychology, teacher identity and educational technology.

  • Pham Nguyen Minh Chau, Saigon University, Ho Chi Minh City, Vietnam

    Pham Nguyen Minh Chau holds a Bachelor's degree in English Language Teacher Education from Saigon University, and she is studying for a Master's degree in TESOL at the University of Northampton, UK. She works as an English language teacher at Lingo English Center. She is interested in student emotion and teacher education.

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Published

06-08-2024

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Research Article

How to Cite

Dinh, A. D., & Pham, N. M. C. (2024). A Qualitative Study into How Non-English Major Students Emotionally Respond to Teacher-Written Feedback. International Journal of TESOL & Education, 4(3), 62-77. https://doi.org/10.54855/ijte.24434

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