Positive impacts of negative feedback: A deep dive into Vietnamese EFL learners’ experiences and responses

Abstract

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.