Title: Exploring Politeness and Face Act Theory in Teacher-Student Feedback: A Review of Literature
Authors: Rashidat Temitope Fashina
Volume: 9
Issue: 4
Pages: 297-306
Publication Date: 2025/04/28
Abstract:
This literature review explores the impact of politeness strategies in teacher-student feedback interactions, focusing on how they influence students' motivation, engagement, and interpretation of feedback. The review highlights that feedback delivered with politeness, including praise and hedging, fosters a supportive learning environment, enhancing students' self-esteem and willingness to engage in lesson activities. However, indirect feedback can lead to confusion, particularly in intercultural and digital contexts where non-verbal cues are absent. The review also identifies significant gaps in research, particularly regarding the role of gender and the unique dynamics of online feedback environments. Future research directions are proposed to address these gaps, including examining gendered communication styles in feedback and the effects of politeness strategies in digital and intercultural settings. The findings emphasise the importance of teacher awareness in delivering culturally sensitive and context-appropriate feedback. For educators, the review underscores the need for professional development in effective communication strategies to foster positive students' outcomes in both face-to-face and online learning environments.