Abstract

The integration of technology-supported feedback in higher education has significantly contributed to the advancement of second-language writing, with the potential to enhance learning outcomes, promote student engagement, and facilitate personalized learning experiences. Amid growing interest in examining the role of teacher feedback in higher education, research on the subjective experiences of university-level Thai English as a Foreign Language (EFL) students engaged in technology-supported teacher feedback remains scarce. To address this gap, we conducted a phenomenological study involving twenty-seven first-year Thai EFL students over a 16-week learning period, utilizing the online application Padlet for teacher feedback. Following the course, students participated in a qualitative survey reflecting on their learning experiences. Thematic analysis was employed to analyze the collected data. The results revealed that Padlet proved to be a user-friendly and convenient learning platform, positively impacting students’ confidence, motivation, and vital learning skills, including interaction, collaboration, and autonomy. Moreover, it encouraged reflective learning practices, error-based learning, and writing skill enhancement. Nonetheless, the platform’s technical and writing limitations posed challenges, disrupting the students’ learning experiences and adversely affecting the quality of their work. While Padlet facilitated an effective and engaging feedback process, its open nature triggered feelings of anxiety, fear, and embarrassment among students, who felt exposed as their peers could view their mistakes highlighted by the teacher’s corrective feedback. Considering the study’s findings, teachers should familiarize students with Padlet’s platform specifications before assigning tasks. This would mitigate accessibility challenges that could negatively influence students’ learning experience, motivation, performance, and learning outcomes.