DOI: 10.18848/2327-7920/cgp/a179 ISSN: 2327-8692

Teacher–Student Rapport, Emotional Well-Being, and Written Corrective Feedback in Algerian EFL Contexts

Fouzia Rouaghe, Selma Zouaoui
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<p>Although considerable attention has been devoted to the cognitive aspects of written corrective feedback (WCF) in second language (L2) acquisition (SLA), the emotional and relational factors influencing feedback reception remain insufficiently examined, particularly in underrepresented regions such as North Africa. This study explores the interactive relationships among teacher–student rapport, emotional well-being, and WCF in predicting writing performance among Algerian English as foreign language (EFL) learners. Employing structural equation modeling (SEM), the research analyzed data from 121 second-year English students at the University of Setif 2, drawn from a population of 325 based on instructor consent. Findings demonstrated that rapport and feedback serve as joint predictors of writing performance, with emotions functioning as mediators. Additionally, rapport moderated the feedback–performance relationship, substantiating that feedback efficacy is contingent upon relational and affective contexts. These results underscore the necessity of integrating socio-affective dimensions into feedback design and teacher training within EFL writing pedagogy. The study discusses implications for EFL writing instruction, rapport cultivation, feedback literacy development, and emotional engagement strategies in higher education contexts.</p>

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