Research Article https://doi.org/10.12973/eu-jer.12.1.29 European Journal of Educational Research Volume 12, Issue 1, 29 - 40. ISSN: 2165-8714 https://www.eu-jer.com/ ‘Thank You Very Much’: Feedback Strategies in University English Literature Lecture Interaction Akhyar Rido Universitas Teknokrat Indonesia, INDONESIA Bagus Hary Prakoso National Research and Innovation Agency, INDONESIA Heri Kuswoyo * Universitas Teknokrat Indonesia, INDONESIA Received: May 11, 2022 ▪ Revised: August 19, 2022 ▪ Accepted: November 4, 2022 Abstract: Learning literature is considered challenging for university students, especially in Indonesia, as they must perform assigned tasks and communicate with one another, in addition to receiving and transmitting comprehensible literature content knowledge from and to their lecturers. In many cases, students do not get sufficient feedback on what they are doing. The objective of this study was to investigate the use of feedback strategies by lecturers in English literature lectures in a higher learning institution in Indonesia. Using a qualitative approach, this study involved three lecturers of the English literature department. Meanwhile, data were collected through 300 minutes of video recordings of drama, literary criticism, and prose lectures. The results revealed that the lecturers generated both negative and positive feedback strategies during the lectures. In terms of negative feedback strategies, they criticized students’ responses. By contrast, in terms of positive feedback strategies, they accepte d, appreciated, and praised as well as repeated and answered students’ responses. The results also indicated that the feedback strategies became effective tools to improve students’ language competence, literary knowledge, and participation. This study suggested that lecturers use more positive feedback followed by additional comments during lectures as these could foster students’ engagement and keep learning longer. Keywords: English literature lectures, feedback strategies, Indonesian university. To cite this article: Rido, A., Prakoso, B. H., & Kuswoyo, H. (2023). ‘Thank you very much’: Feedback strategies in university English literature lecture interaction. European Journal of Educational Research, 12(1), 29-40. https://doi.org/10.12973/eu-jer.12.1.29 Introduction This study looks at the use of feedback strategies in English literature lectures in a university in Indonesia. In university English literature lectures, students study literature components such as characterizations, dialogs, and actions from literary works (Angelianawati, 2019). Students also learn emotional attitudes of characters, which can lead them to explore characterizations, so they experience strong emotion when they are dealing with conflict within literary works (Brouillette, 2012; Heyward, 2010). In other words, students analyze, interpret, criticize, evaluate, and produce literary works (Akbulut & Vural, 2017; Angelianawati, 2019; Fard, 2016; Ilyas, 2016; Shi, 2013); therefore, during the lectures, they are required to actively ask and respond questions as well as involve in discussions and share ideas to exercise their critical thinking and communication skills (Rido et al., 2021; Rido, Kuswoyo, & Ayu, 2020; Rido, Kuswoyo, & Nuansa, 2020; Maison er al., 2022). After expressing their responses and ideas, students normally expect feedback from their lecturers (Akpinar, 2018; Hattie & Timperley, 2007; Mackey, 1999; Rido, 2018). However, there are still growing concerns on English literature lectures. Students find that learning literature has been challenging for nonnative speakers of English, especially in Asia (Kuswoyo, Sujatna, Indrayani, & Rido, 2020; Kuswoyo, Sujatna, Rido, & Indrayani, 2020; Nguyen & Luu, 2022; Rido, Kuswoyo, & Ayu, 2020; Rido et al., 2021; Shi, 2013; Supakorn, 2020). A study by Muhsin (2016) reported that in many cases students gave irrelevant responses and ideas and it was challenging for the lecturers to accept, ignore, or correct those responses and ideas because not all feedback gave positive impacts on students’ learning. Some feedback even confused and demotivated students. Anot her study conducted by Razavi and Naghizadeh (2014) also found that a lecturer’s lack of knowledge in employing feedback strategies discouraged students from expressing their opinions and made them lose their self-confidence. Therefore, lecturers must be aware of the use of feedback strategies during lectures to enable students to improve their language competence and literary knowledge (Rido, Kuswoyo, & Nuansa, 2020; Shi, 2013; Supakorn, 2020). * Corresponding author: Heri Kuswoyo, Universitas Teknokrat Indonesia, Bandarlampung, Indonesia.  hery@teknokrat.ac.id © 2023 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).