<![CDATA[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.]]>
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