The interplay of teacher cognition and student voice in feedback practices: A case study from Thai higher education

Abstract

Although teacher feedback is widely acknowledged as vital for developing English writing skills, existing research in the English as a Foreign Language (EFL) context has largely concentrated on written corrective feedback (WCF), often examining either teachers’ or students’ perspectives in isolation. This narrow focus has resulted in limited understanding of how diverse feedback practices operate across disciplines and how both teachers and students experience and interpret feedback. This study examines the perceptions of both teachers and students regarding feedback in English writing. Interviews were conducted with four EFL teachers and ten university students (five English majors and five non-English majors) at one Thai university. The data were analyzed thematically. Teachers viewed feedback as central to development but worked within constraints of class size, time, and rubric demands, using varied modes (oral, written, and digital). Students valued feedback yet differed in emphasis: English majors more often sought clarification for higher-order improvements, whereas non-majors prioritized linguistic accuracy and emotional support. Overall, observed differences were limited and proficiency-contingent rather than conflicting. For a predominantly pre/intermediate cohort, both groups converged on the centrality of accuracy, with coherence and rhetorical control positioned as a next-stage goal as proficiency increases. The study stresses the need for feedback strategies that are differentiated, consistent, and emotionally supportive, which signal a staged progression from local accuracy toward global organization and argumentation.