Investigating the Efficacy of English Teachers’ Critical Feedback in Enhancing Learners’ Writing Skills and Listening Comprehension

Abstract

English teachers’ critical feedback is not simply an evaluative act—it is a dialogic process that mediates learning, fosters reflection, and scaffolds student development across skills. Its impact on writing and listening is profound when designed with purpose, delivered with clarity, and supported by pedagogical sensitivity. This study addresses an important gap in the literature by simultaneously exploring the impact of feedback on both productive and receptive language skills, offering a novel perspective that will benefit both language educators and curriculum designers. Future directions may include experimental studies on feedback typology effectiveness, cross-cultural perceptions of feedback, and technological innovations for personalized feedback delivery in EFL settings. Ultimately, this research highlights that critical feedback, when thoughtfully applied, empowers learners to take charge of their language learning journey, enhances their skillsets, and leads to more confident, competent communicators.