Ключевые слова
Аннотация
The article explores the relationship between assessment feedback and learners’ motivation and self-efficacy in English as a Foreign Language (EFL) classrooms. The study aims to determine how various types of teacher feedback—formative, summative, and peer-based—affect students’ confidence and learning persistence. Through a mixed-method approach involving questionnaires and interviews, the research reveals that timely, constructive, and supportive feedback increases motivation and strengthens self-efficacy. In contrast, delayed or overly critical feedback can reduce learners’ confidence and engagement. The results emphasize the importance of reflective and student-centered assessment practices in language education to sustain long-term learning motivation.
Библиографические ссылки
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Lee, I. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer. 243 pp.