THE ROLE OF TEACHER FEEDBACK IN STUDENT MOTIVATION
Abstract
Despite extensive research on feedback in language learning, its effectiveness in real classrooms is not always consistent, especially when it comes to student motivation and engagement. This study explores how structured and targeted teacher feedback affects students’ ability to understand, use, and respond to feedback in an English language classroom.
A mixed-method approach was used, involving 14 B1–B1+ level students in a language learning center. Data were collected through student surveys, reflective journaling, and peer observation. The focus of the study was on introducing clear and practical feedback strategies, including feed-forward techniques and guided self-reflection.
The findings show that most students were able to identify areas for improvement and felt more confident when revising their work. In addition, students became more engaged, independent, and active in the learning process. However, not all students benefited in the same way, which suggests that feedback needs to be adapted to individual learners.
These results show that structured feedback can support both motivation and learning, especially when it is clear and easy for students to understand and apply.
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