“Minha sugestão é a professora continuar com feedback de qualidade”

The present study aimed to analyze the possible impacts of effective feedback on the various dimensions of student engagement through the use of learning journals produced by pre-service teacher education students. For this purpose, characterized as a case study, 130 learning journals from students in the Languages - Additional Languages (English, Spanish, and their respective literatures) program at UNIPAMPA, Bagé campus, were investigated using Content Analysis. Through the identification of engagement indicators and students' perceptions of feedback exchanges, the journals produced during the pandemic highlighted emotional aspects, including moments of anguish. As for the feedback, it was characterized as effective, as it was not solely focused on a cognitive approach. The most prominent results show that the emotional and behavioral dimensions of engagement were the most frequently indicated in the proposed analysis, referring once again to the context of COVID-19 and its implications for mental health, as well as the new teaching practices adopted. Thus, the learning journals, in addition to allowing the investigation of evidence related to engagement and effective feedback, also enable students to develop a rich and personal experience, particularly regarding the acquisition of Additional Languages, the focus of the program under analysis.