Teacher feedback-supported digital storytelling on EFL learners’ learning outcomes and emotions

This study addresses the research gap on the effects of teacher feedback, particularly in the correlation with speaking performance and emotions among English-as-a- Foreign-Language (EFL) learners. Focused on high and low achievers, the mixed-methods approach includes pre-/post-tests and an emotion questionnaire. The findings highlight the significant impact of teacher feedback on speaking performances, particularly benefiting low achievers. Both groups showed predominantly positive emotions during digital storytelling, with low achievers expressing a greater desire for feedback and deriving more substantial benefits in areas like image selection and arrangement.