How university EFL learners construct academic identity through feedback practices
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Abstract
Feedback plays a pivotal role in English as a Foreign Language (EFL) university education, but it is often regarded as a technical process of correcting mistakes in language learning, as opposed to conceptualising it as an activity that defines and shapes learners' educational identities. This qualitative research study investigates university EFL learners' construction of their educational identities by exploring academic identity formation through practices of feedback at one public university in South America. The study employed research methods of semi-structured interviews, reflective writing, and the discussion of research participants' artefacts of feedback, conducted with 15 university EFL learners undertaking undergraduate study at the public university in South America. The thematic findings of the research study disclosed how the activity of feedback was an important location of educational identity construction, as it influenced university EFL learners' perceptions of their educational competence, educational voices, and feelings of educational membership. Feedback which legitimises meaning-making through dialogical interactions influenced educational confidence, but monological forms of educational feedback influenced feelings of anxiety, strategic engagement, as well as limited educational positioning. Learners' engagement with educational feedback was influenced by their subjective experiences of their educational emotional journeys, power, trust, educational time, and constraints of educational assessment.
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