tafakkur manziliErgasheva Gulzoda Shuxratovna
10.5281/zenodo.20604013
Annotatsiya
This article investigates the pedagogical value and psychological impact of implicit and explicit teacher feedback on the motivation of English as a Foreign Language (EFL) learners in higher education. It analyzes different corrective strategies, including recasts and direct corrections, examining how they influence student anxiety, self-esteem, and willingness to communicate. The study highlights the need for balanced, adaptive feedback mechanisms that maintain learner engagement. The findings suggest that a strategic combination of both feedback types maximizes linguistic precision while preserving intrinsic motivation.
Kalit so'zlar:
teacher feedback, implicit feedback, explicit feedback, EFL learners, student motivation, corrective strategies.
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