View in EDS

Two Sides of the Same Coin: EFL Students' Emotions towards Teacher Written Feedback on L2 Writing

Saved in:
Bibliographic Details
Title: Two Sides of the Same Coin: EFL Students' Emotions towards Teacher Written Feedback on L2 Writing
Language: English
Authors: Hieu Manh Do, Han Nguyen
Source: Journal of Response to Writing. 2025 11(1):42-67.
Availability: Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Instruction, Writing Instruction, Second Language Learning, Emotional Response, Teacher Student Relationship, Writing Processes, Learner Engagement, College Students, Student Attitudes, Foreign Countries, Feedback (Response)
Geographic Terms: Vietnam
ISSN: 2575-9809
Abstract: Second language (L2) writing, a cognitively demanding process, has also been perceived to encompass emotional aspects for L2 writers, as they tend to exhibit various feelings toward teacher feedback on their writing performance. Therefore, the current study explored English as a Foreign Language (EFL) Vietnamese students' emotions toward teacher-written feedback and how their emotions were perceived to impact their engagement and writing performance during the writing process. Data was obtained through semi-structured interviews with the involvement of Vietnamese college students after their essays and teacher feedback were collected. The results showed variations in students' emotions were found at different rounds of teacher-written feedback, which the students perceived to influence their cognitive resources, motivation, and self-regulation of learning. Pedagogical implications are discussed, focusing on providing or modifying teacher-written feedback at different stages of the writing process to sustain and promote student engagement with teacher feedback and their writing practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468640
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1468640
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1468640
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Two Sides of the Same Coin: EFL Students' Emotions towards Teacher Written Feedback on L2 Writing
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hieu+Manh+Do%22">Hieu Manh Do</searchLink><br /><searchLink fieldCode="AR" term="%22Han+Nguyen%22">Han Nguyen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Response+to+Writing%22"><i>Journal of Response to Writing</i></searchLink>. 2025 11(1):42-67.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2575-9809
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Second language (L2) writing, a cognitively demanding process, has also been perceived to encompass emotional aspects for L2 writers, as they tend to exhibit various feelings toward teacher feedback on their writing performance. Therefore, the current study explored English as a Foreign Language (EFL) Vietnamese students' emotions toward teacher-written feedback and how their emotions were perceived to impact their engagement and writing performance during the writing process. Data was obtained through semi-structured interviews with the involvement of Vietnamese college students after their essays and teacher feedback were collected. The results showed variations in students' emotions were found at different rounds of teacher-written feedback, which the students perceived to influence their cognitive resources, motivation, and self-regulation of learning. Pedagogical implications are discussed, focusing on providing or modifying teacher-written feedback at different stages of the writing process to sustain and promote student engagement with teacher feedback and their writing practice.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468640
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468640
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 42
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Vietnam
        Type: general
    Titles:
      – TitleFull: Two Sides of the Same Coin: EFL Students' Emotions towards Teacher Written Feedback on L2 Writing
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hieu Manh Do
      – PersonEntity:
          Name:
            NameFull: Han Nguyen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2575-9809
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Response to Writing
              Type: main
ResultId 1