Beyond Correction: Vocational Students’ Perceptions of Teacher Feedback in Project-Based Learning

Amaradita Wulan Prianto; Rahayu Kuswardani

doi:10.31764/leltj.v14i1.40217

Beyond Correction: Vocational Students’ Perceptions of Teacher Feedback in Project-Based Learning

Amaradita Wulan Prianto, Rahayu Kuswardani

Abstract

This study investigates vocational students’ perceptions of teacher feedback during Project-Based English Learning. The study applies a qualitative method including a close-ended questionnaire answered by 35 students and semi-structured interviews conducted with 10 vocational students from 11^th grade of Visual Communication Design class. The questionnaire examined students’ overall perceptions of feedback practices, while interviews provided deeper insights into students’ experiences during project-based activities. The findings show that students view teacher feedback as an essential tool that guides their learning development. Students reported that feedback was clear, specific, and aligned with project goals, enabling them to understand areas for improvement and apply feedback effectively. Moreover, feedback which given regularly helped students develop critical thinking skills, which enabled them to comprehend the feedback purpose, and improved confidence in using English. Also, students perceive that continuous feedback improved their English skills, which included speaking, vocabulary, grammar, and pronunciation development according to teacher feedback. In addition, students exposed that they utilized feedback to solve their problems, revise their work, and maintain their focus on project goals. The findings provide deep understanding of how vocational students perceive teacher feedback during project-based English learning, particularly in terms of how they understand, interpret, and respond to feedback throughout the project process. They also offer further insights into students’ perspectives on the role of feedback within project-based learning, an area that has received limited attention in vocational EFL contexts.

Keywords

Teacher Feedback; Project-Based Learning; Students’ Perceptions.

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DOI: https://doi.org/10.31764/leltj.v14i1.40217