Exploring Feedback Strategies Used by Teachers and Language Anxiety among English Major Students: A Mixed Methods Study

The study aimed to describe the lived experiences of English major education students in a local college on feedback strategies and language anxiety. This study engaged mixed method design, utilizing parallel convergent approach. The participants of the study were the English major students from all year levels. There were 214 students who were randomly selected for quantitative and 10 for the qualitative: five for in-depth interview and five for focus group discussion which were purposively selected. Based on the results of the study, it was determined that the level of feedback strategies used by teachers is very high while the language anxiety is high. In terms of significant relationship when group according to sex and year level, the results revealed that there is no significant difference when grouped according to sex, while, there is a significant difference when grouped according to their year level. The results from the quantitative and qualitative converged when they were being corroborated. The results confirm in this study, which stated that teachers' utilization of specific feedback strategies significantly influences the level of language anxiety experienced by English major students, with implications for classroom pedagogy and student well-being.