Abstract
While feedback is a corrective business in every sphere of human life, most students do not have a positive perception of teachers’ feedback. Previous studies have emphasized the relationship between students’ writing achievements and the effectiveness of teachers’ feedback. However, no substantial research on how teachers’ feedback affects students’ emotional well-being has been undertaken. This article examines the relationship between students’ understanding of their teachers’ feedback on their writing assignments and emotional wellbeing. Data was collected from (N = 63) Nepali undergraduate students through Google Forms. The Forms consisted of structured and unstructured questions. According to the data, a mismatch persisted between student expectations and teacher feedback. In other words, a larger portion of the student participants reported that teachers’ comments and criticisms offended them to a larger degree. In addition, they received global feedback on their assignments, which does not help them enhance their writing abilities significantly. Therefore, the article sheds light on different modes of delivering feedback, advocates for peer review as a less threatening practice to develop students’ writing skills, and concludes with some implications for the teaching of writing education.
Recommended Citation
Sherma, A. B. (2025). Teachers' Feedback and Students' Emotional Wellbeing in Writing Courses. Journal of English Learner Education. (17)1.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss1/9
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