Cadets’ feedback as a tool for enhancing the effectiveness of foreign language teaching in military educational institutions

Abstract

Abstract: The purpose of the article is to investigate the effectiveness of cadets’ feedback in a military higher education institution, collected at the end of the semester, as an important tool for improving the process of teaching English. The study reveals the potential of reflective and visual feedback in developing foreign language communicative competence among future officers of moral and psychological support of the Air Force of the Armed Forces of Ukraine. The research followed a qualitative, descriptive-analytical design and was based on questionnaires and the creation of mind maps that reflected cadets’ individual experiences, learning challenges, coping strategies, and personal achievements. The sample consisted of 10 respondents aged 19–23, whose English proficiency levels ranged from A1 to B1 according to the CEFR. The data were analyzed using thematic content analysis to identify the main categories of learning experience. The results showed that systematic feedback fosters motivation, self-reflection, and learning effectiveness. Cadets reported improvement in grammar skills (particularly the use of the passive voice and conditional sentences), expansion of vocabulary through military terminology, and increased confidence in using English for oral communication. The main challenges identified included the fast pace of native speakers’ speech, pronunciation difficulties, and time constraints due to the course’s intensive format. Mind maps proved effective as tools for visualizing reflection, self-assessment, and feedback, enabling instructors to better understand learners’ individual needs. The conclusions indicate that end-of-semester feedback functions not only as a pedagogical diagnostic tool for instructors but also as a powerful motivational and reflective mechanism for cadets. Its systematic implementation contributes to improving teaching quality, fostering learner autonomy, developing critical thinking, and shaping the professional identity of future officers. Keywords: effective feedback, mind maps, metacognitive skills, learner-centered approach.