Student evaluations of teaching (SETs) are a vital tool in higher education, providing insights into teaching effectiveness and student satisfaction. While quantitative ratings have been extensively studied, qualitative feedback remains underexplored, particularly in cross-cultural and sociopragmatic contexts. This study examines the linguistic patterns and discourse strategies used by undergraduate students at the American University in Cairo when evaluating their instructors. Grounded in Appraisal Theory, Cross-Cultural Pragmatics, Politeness Theory, and Stance Analysis, the research investigates how students construct praise and criticism, manage face-threatening acts, and position themselves in relation to their instructors. Using a qualitative methodology, the study analyzes written comments from SETs collected over four semesters from ten instructors in the Department of Rhetoric and Composition. It also incorporates semi-structured interviews with faculty and students to enrich the analysis. Key linguistic features such as expressions of emotion, judgment, appreciation, engagement strategies, and intensification patterns are explored. Preliminary findings indicate that positive feedback dominates SETs, with students using direct and intensified language for praise while softening or depersonalizing criticism. Cultural norms significantly influence these patterns, with effusive praise reflecting collectivist values in the Egyptian context. Gender-based differences were also observed; male instructors received more personal and emotive praise compared to the formal tone used for female instructors. This research enhances understanding of the sociopragmatic dimensions of student feedback, emphasizing the importance of linguistic patterns in interpreting SET data. The findings offer implications for improving evaluation practices, addressing biases, and fostering equitable learning environments.

Authors:
Yasmine Soheim, The American University in Cairo, Egypt

About the Presenter(s)
Ms Yasmine Soheim is currently a Senior Instructor in the department of Rhetoric and Composition at the American University in Cairo and a PhD candidate at the University of Alexandria, Egypt.

Connect on Linkedin
https://www.linkedin.com/in/yasmine-soheim-58575045

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