Positive impacts of negative feedback
A deep dive into Vietnamese EFL learners’ experiences and responses
Bibliographic Data
| ID | 21236000 |
|---|---|
| Authors | Le Thanh Thao (0000-0002-8471-8305, Can Tho University, corresponding author), Pham Trut Thuy (0009-0005-6596-2686, Can Tho University) |
| Year | 2025 |
| Volume | 15 |
| Pages | 100228 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ampersand (JOURNAL) |
| Journal identifiers | ISSN: 2215-0390 • E-ISSN: 2215-0390 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.amper.2025.100228 |
| OpenAlex | W4411395762 |
| Language | EN |
| References cited | 37 |
This study delves into the intricate perceptions of Vietnamese English as a Foreign Language (EFL) students towards negative feedback in their learning journey. Through qualitative interviews with 15 participants, the research unravels six predominant themes: the dual role of negative feedback, feedback as a social connection, the clarity conundrum, cultural contexts and feedback reception, optimizing growth through feedback timing and emotional preparedness, and the power of constructive framing in negative feedback. Findings reveal that negative feedback, while initially perceived as demotivating, often acts as a catalyst for renewed vigor and focus in students. Furthermore, the source and manner of feedback, as well as its clarity, play pivotal roles in its reception. The cultural fabric of Vietnam significantly shapes students’ interpretations, emphasizing respect for authority and collective identity. Feedback’s timing, aligned with students’ emotional preparedness, determines its efficacy. Importantly, framing feedback constructively, emphasizing growth and improvement, enhances its positive impact. Through the lenses of the Social Identity Theory and Self-Determination Theory, the study offers profound insights into the social and motivational dynamics of feedback reception among Vietnamese EFL learners. The findings hold significant implications for educators, curriculum developers, and stakeholders in EFL settings
Linguistics · Mathematics education · Pedagogy · Vietnamese · EFL/ESL Teaching and Learning · Philosophy · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Classroom Writing Assessment and Feedback in L2 School Contexts
Mindsets That Promote Resilience
Thematic analysis
The power of strength-oriented feedback enlightened by self-determination theory
Fostering student motivation and engagement with feedback through ipsative processes
Discipline-specific feedback literacies
Teaching email requests in the academic context
Feedback
Rethinking models of feedback for learning
Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach
The development of student feedback literacy
Research into practice
Feedback on second language students' writing
Intrinsic and Extrinsic Motivations
The Power of Feedback
Confucian values and school leadership in Vietnam
Formative assessment and self-regulated learning
The Effectiveness of Corrective Feedback in SLA
The Socio-Educational Model of Second-Language Learning
English in Vietnam
Acquiring a Second Language
| Citation velocity | historical |
|---|---|
| Highly cited | No |