The Effect of Two Types of Feedback on Students Learning Motivation in an English Classroom in China
Abstract
same time, learners adjust their language output based on teachers feedback and comments. This feedback is especially crucial in second language acquisition classrooms, as students of varying proficiency levels often fail to notice or correct their mistakes when speaking or writing.
This research was conducted in a Chinese high school English classroom with twenty-six students and one English teacher. The conclusion,
derived from classroom recordings and questionnaires, indicates that students are willing to receive feedback from teachers, though teachers
should be mindful of the type of feedback they provide. While many researchers have studied the relationship between teacher feedback and
learners motivation, there are still limited studies specifically examining the connection between teacher feedback and students learning motivation. Consequently, the impact of this interaction is worth investigating.
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