JALT2025 - Tokyo

Teacher responses to feedback: an analytic autoethnography

Nov 1, 2025, 2:30 PM

1h

National Olympics Memorial Youth Center / 国立オリンピック記念青少年総合センター

Poster Presentation (60-minutes) Teacher and Professional Development Room 416

Speaker

Ngoc Vu (Foreign Trade University)

Description

This study explores how student feedback influences an EFL lecturer’s emotions and self-efficacy in an ESP context. Using analytic autoethnography, the researcher-teacher, with limited subject knowledge of the ESP course reflects on self-narratives, student feedback and key classroom experiences. Findings reveal positive responses to student feedback and improved self-efficacy. The study also contributes to the importance of teacher’s reflexivity and the role of student feedback in professional development for ESP instructors.

Summary

This study explores how student feedback influences an EFL lecturer’s emotions and self-efficacy in an ESP context. Using analytic autoethnography, the researcher-teacher, with limited subject knowledge of the ESP course reflects on self-narratives, student feedback and key classroom experiences. Findings reveal positive responses to student feedback and improved self-efficacy. The study also contributes to the importance of teacher’s reflexivity and the role of student feedback in professional development for ESP instructors.