earticle

영어

Teacher feedback is essential in language education, yet its effectiveness in students’ improvement of their writing outcomes particularly in EFL contexts remains contested due to their lack of engagement with teacher feedback. Therefore, the use of a Dialogic Feedback Cover Sheet (DFCS) was employed in the current study as an innovative strategy to promote Thai university students’ engagement with teacher feedback in EFL writing classrooms. Grounded in practitioner research methodology and a qualitative approach, the study explores students’ satisfaction and perceptions of the DFCS through thematic analysis of open-ended reflections. Participants were 48 first-year English majors enrolled in a writing course. Findings revealed high levels of student satisfaction, with participants reporting that the DFCS enhanced their understanding of feedback, fostered critical thinking, and encouraged more meaningful interactions with peers and teachers. Students appreciated the opportunity to ask questions anonymously, reflect on their revisions, and clarify teacher comments, which helped alleviate anxiety and boost confidence. The DFCS also supported collaborative learning and promoted feedback-seeking behaviour which is significant in a context where students are often passive recipients of feedback. The study concludes that the DFCS is a promising tool for encouraging dialogic feedback practices and developing students’ self- regulation and engagement in the feedback process.