Supiani Supiani, Nur Mukminatien, Suharyadi Suharyadi, Siti Muniroh, Utami Widiati, Oktavia Tri Sanggala Dewi
Although numerous studies have examined the effects of different types of teachers’ written corrective feedback (WCF), research investigating students’ emotions, the influencing factors, and their perspectives toward receiving a combined approach of WCF types remains limited within the EFL writing context. This study aimed to explore students’ emotional responses to metalinguistic explanations and indirect WCF types, as well as the influencing factors, and to uncover students’ perspectives using both WCF types. Guided by a narrative case study approach, data were gathered from students’ written drafts and semi-structured interviews. The findings revealed that metalinguistic explanations enhanced students’ motivation, satisfaction, and engagement in the learning process. They received direct guidance from the teacher to improve their micro-writing skills and explicitly develop their language knowledge. However, when the indirect WCF type was given, most students experienced frustration, confusion, and disengagement in self-correcting macro errors. The students’ emotional reactions were affected by multiple factors, including their language proficiency, past experiences with teacher feedback, beliefs about its importance, and the clarity and specificity of the teacher’s WCF. Those with moderate to high proficiency, prior feedback familiarity, and positive attitudes toward feedback demonstrated higher resilience and viewed it as a supportive and productive approach for improving their writing skills. © 2025 – Published by Teaching English Language and Literature Society of Iran.
Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia; Affiliated to Universitas Islam Kalimantan MAB Banjarmasin, Indonesia
