International Journal of
English and Literature

  • Abbreviation: Int. J. English Lit.
  • Language: English
  • ISSN: 2141-2626
  • DOI: 10.5897/IJEL
  • Start Year: 2010
  • Published Articles: 278


An in-depth review of the two most common feedback forms in English undergraduate programs: The connection of their consequential academic damages to students’ perceptions of their teachers, and how video-recorded feedback can combat these effects

Janice Hill
  • Janice Hill
  • Department of Global Innovation, Social Emotional Learning, & Educational Technology, Sanford College of Education, National University, Los Angeles, California, USA.
  • Google Scholar

  •  Received: 07 December 2023
  •  Accepted: 13 February 2024
  •  Published: 29 February 2024


This review, built upon the criticism receiver’s harmony theory and incorporating the voices of the majority of English undergraduate students and English department professors at California State University, Northridge, and North Central University as its primary foundation, explores the two most prominent types of personal feedback in undergraduate English courses. It delves into their individual psychosocial effects, the teacher-student social dynamics these effects create, the consequences of these social dynamics on student learning, and the solution for these consequences found in video-recorded feedback. The author has identified these types as Form A and Form B. Form B focuses on assessments of task execution, whereas Form A consists of subjective comments about pupils' capacity for study. From the mentioned critical foundation, the author infers that there is a psychological balance that exists between the expectations of professional, impartial, and formal assignment comments and the view of teachers as formal, knowledgeable professionals. Students’ crucial trust and understanding of their teachers’ roles depend on whether the latter component is satisfied. When feedback doesn't meet the standards of the latter component, it casts doubt on teachers' identities and makes their authority questionable. Developmentally psychology-based cognitive dissonance appears, endangering the mentorship-centered connection and impeding the acquisition of technical and strategic skills. A thorough solution of video-recorded feedback is provided to address these problems. Teachers can convey commitment and knowledge by using this strategy, addressing identity-centered viewpoints, and capturing tone and gestures. It also offers a sophisticated communication pathway. Individualized, transparent, and coordinated feedback is made easier with the use of video feedback, improving psychological equilibrium. It humanizes the feedback process by promoting involvement, connection, and a supportive learning environment. It also acts as a tool for educators to reflect on themselves. This multifaceted approach demonstrates the potential to restore trust and understanding in the student-teacher relationship in undergraduate English education.


Key words: Video-feedback, responding to writing, teacher feedback.