Keywords
Abstract
This study investigates the influence of assessment feedback on English as a Foreign Language (EFL) learners’ motivation and self-efficacy. The research explores how formative and summative feedback affect students’ learning attitudes, confidence, and engagement. Findings indicate that timely, specific, and constructive feedback significantly enhances students’ learning motivation and self-belief. Additionally, the study highlights the importance of teacher–student interaction and emotional support in feedback practices.
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