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

Oct 15, 2026

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The study examines the emotional effects of face-to-face and digital peer feedback in an ELT context. Using a convergent mixed-methods design, it combines survey data on emotional responses with focus group perspectives, field notes, and participants’ reflections. Data from 115 undergraduate ELT students compared immediate in-person feedback with asynchronous digital feedback via Google Forms. Results indicate differences in emotional responses: enthusiasm was higher in face-to-face feedback, while anxiety-related emotions also increased. Qualitative findings highlight immediacy and interpersonal dynamics for face-to-face, and reflection with reduced stress for digital feedback.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 8 (2), 102504 (2025) [https://doi.org/10.29140/ajal.v8n2.102504](https://doi.org/10.29140/ajal.v8n2.102504) A comparative study into the emotional impact of peer feedback modalities in ELT AYÇA ASLAN Department of English Language Teaching, Yozgat Bozok University, Yozgat, Turkey Abstract The study presented herein situates and examines the face-to-face and digital modes of peer feedback regarding emotional 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. Keywords: peer feedback modalities, face-to-face feedback, digital feedback, emotional response Introduction Feedback is an integral component of educational methods and serves as a vital tool to enhance learning, self-regulation, and academic growth. In the context ofELT, peer feedback has evolved as one of the most essential pedagogic approaches in which students are encouraged to engage in their learning process by evaluating others’ work (Aprilianti & Widyantoro, 2024), providing constructive feedback, and reflecting on their academic performance. Although the cognitive advantages associated with peer feedback, including enhanced writing and speaking skills, are extensively documented (Lv et al., 2021; Pham, 2021), the emotional aspects of the feedback process have not been thoroughly investigated, especially in situations where face-to-face and digital feedback methods are compared. The growing incorporation of technology within educational settings has significantly altered conventional feedback approaches (Anttila et al., 2017), providing asynchronous and anonymous digital platforms that address various learner requirements. Digital feedback reduces the immediacy and social pressures of face-to-face interactions and provides learners with reflective time to internalize feedback. Face-to-face feedback, on the other hand, enhances interpersonal relationships and immediacy, which enables learners to clarify feedback immediately through verbal and non-verbal cues. Nevertheless, both modalities evoke varied emotional responses, ranging from motivational and pride to anxiety and apprehension of judgment, significantly influencing learners’ approach and receptivity. Notwithstanding the growing body of literature on peer feedback, there are still gaps in understanding how different modalities impact learners’ emotional experiences and levels of engagement. Research into peer feedback so far has been predominantly guided by cognitive and pedagogical considerations (Kayacan & Razı,

FAQs

What is the main research question about peer feedback in this study?

It investigates how different feedback contexts—face-to-face versus digital—shape ELT learners’ emotional perceptions during peer feedback interactions.

How was the study designed and what data were collected?

A convergent mixed-methods approach was used, combining quantitative survey responses with qualitative focus group discussions, researcher field notes, and students’ reflective reports.

What emotional differences were found between face-to-face and digital peer feedback?

Face-to-face feedback produced higher enthusiasm, but anxiety-related emotions also increased compared with the digital condition. Digital feedback supported reflection and reduced stress.

Oct 15, 2026

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