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All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Nur Fauzia
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Beyond Grades and Red Ink: Transforming Vocational English Learning through Process-Oriented Feedback for SDG 4 Rahayu Kuswardani; Nur Fauzia; Prianka Ratu Masitho; Trishna Nanda Barianty
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.330

Abstract

Objective: To investigate how vocational high school students in Indonesia perceive teacher feedback during project-based English learning and what this implies for formative assessment practices that support Sustainable Development Goal 4 (Quality Education) and, by extension, learners’ readiness for decent work (SDG 8). Method: A qualitative descriptive design was used. Data were collected through a closed-ended questionnaire administered to 35 eleventh-grade Visual Communication Design students at a vocational high school in Sidoarjo, East Java, and semi-structured interviews with 10 purposively selected participants; interview data were analyzed thematically. Results: Students perceived teacher feedback as clear, specific, and aligned with project goals (97.1% agreement); feedback functioned as a cognitive scaffold for critical thinking and self-regulated learning; continuous feedback strengthened speaking, vocabulary, grammar, and pronunciation; and feedback quality shaped students’ emotional engagement and motivation. Novelty: By documenting process-oriented, goal-aligned feedback as a mechanism that simultaneously builds language competence and career-relevant self-regulation, the study offers vocational-education stakeholders an evidence-based, generalizable feedback framework that links classroom formative assessment directly to inclusive quality education and workforce-readiness targets under the SDGs.
Beyond Grades and Red Ink: Transforming Vocational English Learning through Process-Oriented Feedback for SDG 4 Rahayu Kuswardani; Nur Fauzia; Prianka Ratu Masitho; Trishna Nanda Barianty
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.330

Abstract

Objective: To investigate how vocational high school students in Indonesia perceive teacher feedback during project-based English learning and what this implies for formative assessment practices that support Sustainable Development Goal 4 (Quality Education) and, by extension, learners’ readiness for decent work (SDG 8). Method: A qualitative descriptive design was used. Data were collected through a closed-ended questionnaire administered to 35 eleventh-grade Visual Communication Design students at a vocational high school in Sidoarjo, East Java, and semi-structured interviews with 10 purposively selected participants; interview data were analyzed thematically. Results: Students perceived teacher feedback as clear, specific, and aligned with project goals (97.1% agreement); feedback functioned as a cognitive scaffold for critical thinking and self-regulated learning; continuous feedback strengthened speaking, vocabulary, grammar, and pronunciation; and feedback quality shaped students’ emotional engagement and motivation. Novelty: By documenting process-oriented, goal-aligned feedback as a mechanism that simultaneously builds language competence and career-relevant self-regulation, the study offers vocational-education stakeholders an evidence-based, generalizable feedback framework that links classroom formative assessment directly to inclusive quality education and workforce-readiness targets under the SDGs.
Co-Authors Prianka Ratu Masitho Rahayu Kuswardani Trishna Nanda Barianty