To See from the Eyes of Other Peers: Exploring the Impact of Interactional Feedback on EFL Students' Writings via Telegram and its Possible Effects on Coping Strategies, Self-esteem, as well as Progress in Writing Skill

Abstract

This study examined the impact of interactional feedback via the messaging platform Telegram on the writing ability, coping strategies, and self-esteem of English as a Foreign Language (EFL) learners. Utilizing a phenomenological design, the study investigates how peer and instructor feedback exchanged on Telegram influences various aspects of language learning. Participants were selected from an intact class in a language institute in Pakistan, where classes were conducted online via Telegram during the COVID-19 pandemic. The study involved 30 learners, evenly distributed across genders, ranging in age from 18 to 26, all speaking Urdu as their first language. An Oxford Quick Placement Test (OQPT) indicated that all learners had lower-intermediate language proficiency. Data were collected through document analysis, narrative inquiry, and semi-structured interviews, focusing on learners' experiences with interactional feedback, coping strategies, and self-esteem. Thematic analysis was conducted to identify recurrent themes in the data. The findings indicate that interactional feedback via Telegram positively influences EFL learners' writing ability, coping strategies, and self-esteem. Learners employed coping strategies such as seeking peer support and adopting a growth mindset to manage language learning challenges encountered on Telegram. Moreover, positive feedback and encouragement from peers and instructors contributed to learners' feelings of competence and confidence in their language abilities. The study underscores the importance of incorporating interactive feedback mechanisms into digital language learning environments and provides implications for language teachers, syllabus designers, and policymakers in enhancing language education practices and policies.