THE IMPACT OF IMPLICIT AND EXPLICIT TEACHER FEEDBACK ON EFLLEARNERS’ MOTIVATION
DOI:
https://doi.org/10.5281/zenodo.20604013Keywords:
teacher feedback, implicit feedback, explicit feedback, EFL learners, student motivation, corrective strategiesAbstract
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.
References
1 Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD. 2 Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive Education: Supporting Diversity in the Classroom. Routledge. 3 Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching. Macmillan Education. 4 Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press. 5 Lightbown, P. M., & Spada, N. (2013). How Languages are Learned. Oxford University Press. 6 Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Pearson Longman. 7 Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
