A comparative study into the emotional impact of peer feedback modalities in ELT

Abstract

The study presented herein situates and examines the face-to-face and digital modes of peer feedback regarding emotional and pedagogical effects within the ELT context. Based on a convergent mixed-methods design, this study combines quantitative data obtained from surveys about emotional responses and qualitative perspectives gained through focus group discussions, the researcher’s field notes, and the individual reflective thoughts of the participants. This study was conducted with 115 undergraduate ELT students who were divided into two groups, one to be given immediate face-to-face feedback and the other to receive asynchronous digital feedback through Google Forms. The quantitative results revealed that there is a difference in emotional responses. Face-to-face feedback provided higher scores of enthusiasm; however, anxiety-related emotions were also found to increase as compared to the digital setting. Qualitative data emphasized the advantages of immediacy and interpersonal dynamics in face-to-face feedback, while digital feedback had its own merits regarding the reflective nature and reduced stress. The integration of findings shows that hybrid models of feedback, which combine the strengths of both modalities, might enhance emotional engagement and improve learning outcomes in ELT settings. These findings add to the increasing literature on feedback practices and support the emotionally responsive and pedagogically valid feedback strategies in language education.