Dialogical Feedback as a Tool for Diminishing Students' Anxiety and Acting on Their Needs

The paper discusses the reasons for implementing a Dialogical Feedback activity in an English discussion class and its impact on students and the teacher.It is based on the principle of taking into account learners' individual differences and aims to reduce anxiety, one of the critical affective variables under the scope of individual differences, as well as to provide students with extra support.The activity involves collecting reflection papers which include students' comments on the lesson and the difficulties they faced, and possibly some questions regarding the material covered in class.The teacher then writes a reply addressing the problems mentioned by students and hands it out to the class.At the end of the semester, students' complete a progress check sheet to evaluate their progress.The activity received a positive evaluation from students and seemed to achieve its goal in reducing anxiety and creating a positive classroom environment.