Praise Proficiency: Unraveling Student Perceptions of Praise Types in an ESL Classroom.
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| Title: | Praise Proficiency: Unraveling Student Perceptions of Praise Types in an ESL Classroom. |
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| Authors: | Matthews, Kate1 (AUTHOR), Eckstein, Grant1 (AUTHOR), Baker, Wendy1 (AUTHOR) |
| Source: | Writing & Pedagogy. Dec2025, Vol. 16 Issue 2, p188-220. 33p. |
| Subject Terms: | *English as a foreign language, *Educational evaluation, *Communicative competence, *Psychology of students, Praise, Social background |
| Abstract: | Providing effective written feedback to ESL students poses a challenging yet crucial task for language teachers. While numerous studies have delved into critical feedback, few have explored students' perceptions of praise in written feedback. To gauge students' view of praise, we analyzed responses to two types: person praise (e.g., "You are a good writer") and performance praise (e.g., "You used the past tense correctly"). Language proficiency levels (high and low) and cultural backgrounds (Asian and Romance) were also considered. ESL students (n = 100) were given feedback on an essay they wrote and surveyed about praise comments. In addition, three focus groups were conducted. Quantitative data indicated a preference for both praise types, while focus groups revealed a preference for performance over person praise. Lower proficiency students valued and considered praise to be more change-invoking than high-proficiency peers. Additionally, students from Romance cultures favored praise more than Asian cultures. Interaction effects highlighted nuances, such as high-proficiency Asian students perceiving praise as less kind, valuable, positive, and clear than their Romance counterparts. These findings offer insights for teachers and administrators to develop an informed praise philosophy and recognize which praise type best meets their students' needs. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Providing effective written feedback to ESL students poses a challenging yet crucial task for language teachers. While numerous studies have delved into critical feedback, few have explored students' perceptions of praise in written feedback. To gauge students' view of praise, we analyzed responses to two types: person praise (e.g., "You are a good writer") and performance praise (e.g., "You used the past tense correctly"). Language proficiency levels (high and low) and cultural backgrounds (Asian and Romance) were also considered. ESL students (n = 100) were given feedback on an essay they wrote and surveyed about praise comments. In addition, three focus groups were conducted. Quantitative data indicated a preference for both praise types, while focus groups revealed a preference for performance over person praise. Lower proficiency students valued and considered praise to be more change-invoking than high-proficiency peers. Additionally, students from Romance cultures favored praise more than Asian cultures. Interaction effects highlighted nuances, such as high-proficiency Asian students perceiving praise as less kind, valuable, positive, and clear than their Romance counterparts. These findings offer insights for teachers and administrators to develop an informed praise philosophy and recognize which praise type best meets their students' needs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17565839 |
| DOI: | 10.3138/wap-2024-0009 |
