Students’ Attitude Towards Teacher Feedback: A Case Study of Uzbekistan EFL Learners

Abstract

The present study investigates the attitudes of students towards teacher feedback as a means of enhancing their learning progress in English Language Teaching (ELT) classrooms. In this case study, 28 students participated (N = 28; 20 female and 8 male; age = 21). The study methodology is quantitative and analyzed using a Likert scale. The author of the study conducted a questionnaire and interview to gather the data. The respondents have positive attitudes towards teacher feedback. The result of the survey shows the importance of providing 1) individual, 2) clear, 3) motivational, 4) written and oral (dialogue-driven), 5) corrective, and 6) constructive feedback for learners’ future progress in their learning process. Besides, the effectiveness of giving feedback for productive skill tasks and activities was also identified from the collected data. While feedback is intended to be constructive and supportive, students’ attitudes can often hinder its effectiveness and potentially hinder their learning outcomes. Conversation barriers, such as cultural obstacles or insufficient clarity in the feedback provided, have the potential to hinder students' comprehension and interpretation of feedback, leading to unfavorable attitudes towards the feedback process. Their attitudes toward teacher feedback can also have an impact on students' motivation and engagement in the learning process. The problem statement aims to address the issues mentioned above, such as communication barriers between a teacher and a student and learners’ engagement and motivation towards teacher feedback. The outcome of this study provides teachers with the opportunity to explore the various alternatives to providing feedback and realize its significance for their learners’ educational progress. In addition, further studies were also identified from the data obtained in this research.