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Classroom Feedback Practices and Students’ Learning Motivation: Experiences of English as a Foreign Language (EFL) Students
Zhengdong Gan1; Jinbo He2; Fulan Liu3; Qing Xie4
2020-01
Source PublicationApplied language learning
ISSN1041-6791, 1041-679X
Volume30Issue:1&2Pages:18-40
Other Abstract

Although substantial research has examined how teachers respond to students’ linguistic errors, the motivational influence of feedback practices in foreign language education has received relatively little attention. Drawing on recent feedback theories of educational assessment (e.g., Hattie & Timperley, 2007; Carless, 2017) and second language acquisition (e.g., Bitchener & Storch, 2016; Ferris, 2007, 2010; Lyster & Ranta, 2013; Yu & Lee, 2016), this study investigates what feedback practices university English as a foreign language (EFL) students experience, and how the feedback experiences relate to their motivation in learning English. Four hundred and seventy four (n=474) second-year students in the English language education program of four universities in China participated in the study. Data analysis shows four types of classroom feedback: 1) learning process-oriented; 2) teacher oral corrective; 3) teacher written evaluative; and 4) student selffeedback. Whereas participants reported teacher oral corrective feedback and written evaluative feedback as most frequent, student selffeedback and learning process-oriented feedback proved to be the best predictors of students’ success as well as reinforcing positive attitudes towards English language instruction. The results suggest that not all types of classroom feedback practices are equally influential. The findings have important implicationsfor EFL teachers who may innovate effective feedback to enhance student learning motivation in EFL classrooms.

KeywordClassroom Feedback Practices Learning Motivation Feedback And Motivation Confirmatory Factor Analysis (Caf) Structural Equation Modeling(Sem)
Language英語English
Fulltext Access
Document TypeJournal article
CollectionFaculty of Education
Affiliation1.The University of Macau
2.Chinese University of Hong Kong (Shenzhen)
3.Jiangxi Normal University
4.Jiangnan University
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Zhengdong Gan,Jinbo He,Fulan Liu,et al. Classroom Feedback Practices and Students’ Learning Motivation: Experiences of English as a Foreign Language (EFL) Students[J]. Applied language learning,2020,30(1&2):18-40.
APA Zhengdong Gan,Jinbo He,Fulan Liu,&Qing Xie.(2020).Classroom Feedback Practices and Students’ Learning Motivation: Experiences of English as a Foreign Language (EFL) Students.Applied language learning,30(1&2),18-40.
MLA Zhengdong Gan,et al."Classroom Feedback Practices and Students’ Learning Motivation: Experiences of English as a Foreign Language (EFL) Students".Applied language learning 30.1&2(2020):18-40.
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