Balancing Face-Saving and Clarity in Written Teacher Feedback: A Systematic Review in Philippine Higher Education
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Abstract
Background and Aim: Written teacher feedback functions not only as corrective instruction but also as socio-pragmatic communication that shapes student motivation and engagement. In Philippine higher education, politeness strategies influence how feedback is interpreted and applied, yet research remains fragmented. This study aims to synthesize literature on politeness strategies in written teacher feedback and examine their pragmatic and pedagogical implications.
Materials and Methods: A systematic thematic literature review of 50 empirical and theoretical studies was conducted using Brown and Levinson’s politeness theory as the analytic framework. Studies were selected through structured database searches, citation chaining, and quality appraisal, and coded for politeness strategies, pragmatic functions, engagement outcomes, perception alignment, and contextual influences.
Results: Findings show dominance of positive and negative politeness strategies that function to preserve rapport, reduce anxiety, and encourage revision. However, excessive indirectness sometimes weakens clarity and creates interpretive ambiguity. A recurring mismatch between teacher intentions and student perceptions was identified, influenced by cultural norms and feedback literacy.
Conclusion: Effective feedback requires balancing relational sensitivity with instructional clarity. Strengthening feedback literacy and pragmatic awareness in teacher education is recommended to improve engagement and learning outcomes.
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