Corrective feedback occupies a central role in the learning process, particularly in the assessment of essay writing, as it enables students to identify weaknesses and take steps toward improvement. It functions not only as a mechanism for error correction but also as a catalyst for the development of writing proficiency, critical thinking, and reflective learning. Nevertheless, while its instructional value is well recognized, many students report feelings of worry and anxiety when receiving critical comments on their essays.
A major source of this apprehension is the fear of failure. Learners often perceive corrective feedback as a judgment of overall competence rather than as constructive guidance for specific skills. When feedback is interpreted in this way, students may disengage from the process, limiting opportunities for growth. The sense of vulnerability is heightened when feedback is experienced as overly harsh, personal, or judgmental, further discouraging students from engaging meaningfully with the revisions expected of them.
This challenge is amplified in classroom environments where feedback is delivered without sensitivity or encouragement. In such settings, students may perceive the learning space as unsafe, resulting in reduced motivation and weakened trust in the teacher–student relationship. The absence of rapport and psychological safety restricts students’ willingness to accept feedback and apply it productively, thereby undermining the very purpose of assessment and guidance.
Written corrective feedback is particularly critical because students often struggle to recognize and correct their own errors without external support. Explicit guidance provides clear indicators of mistakes and pathways for improvement, enhancing students’ ability to self-monitor and apply conventions of effective writing. By drawing attention to the different dimensions of writing grammar, coherence, organization, and argumentation feedback helps learners understand the complexity of their challenges and target specific areas for development. This highlights the importance of feedback that is both detailed and purposeful.
At the same time, research indicates that students’ expectations regarding corrective feedback vary. Shinta et al. (2023) emphasize that while some learners prefer direct corrections for clarity and efficiency, others benefit more from indirect strategies that promote independent problem-solving. Such variation underscores the need for adaptive feedback practices aligned with students’ preferences, learning styles, and emotional readiness. In doing so, teachers not only support technical skill development but also nurture learner confidence, resilience, and motivation in writing.
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