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Corrective feedback (CF) can encourage students to establish realistic learning objectives. Nevertheless, there has been limited investigation on how EFL learners perceive and view feedback delivered by English native teachers, particularly in relation to gender differences. Hence, this study aimed to correlate student perception with perspectives on native English teachers’ feedback, determine differences in male and female perception and describe the level of student's perspectives on the feedback. Quantitative and qualitative methods, with a correlational research design, were employed. Using a simple random sampling technique, a sample of 30 was selected from 150 students from a Bilingual class of Sekolah Lanjut Umum Bawah (SLUB). Post-class questionnaires and interviews were conducted to gather data, which were then analyzed using Pearson Correlation, t-test, and thematic interview analysis. The findings indicated a significant correlation between students' perception and perspective on native English teachers' feedback. In addition, both genders had positive perceptions, with males displaying a more favorable perspective on teacher feedback than females. It also showed students’ "very positive" perspective on teacher feedback. This study highlights the positive impact of English native teachers' feedback on students' views and recommends EFL teachers to employ CF, considering gender-specific needs.

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

The priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in mindset variables and a significant predictor variable(s) of responses to failure among mindsets and goal orientations.Thequestionnaires were distributed to 68 university students.Several semi-structured interviews with 10 university students were done.T-test, multiple hierarchical regression analyses,and thematic analysis was employed to analyze the data. The results showed a significant difference between high and low proficient students regarding mindset and goal orientation. It showed that their mindset positively predicted their goal orientation, furthermore, mindset and goal orientation positively predicted responses to failure. Results of interviews showed that language learning mindset could be improved by hardworking.It was concluded that L2 studnets who held a growth mindset became more proficient; they were inspired to learn more and held more learning goals. The study may have implications forsyllabus designers and material developers.