THE INFLUENCE OF TEACHERS' FEEDBACK ON STUDENTS' LANGUAGE LEARNING MOTIVATION

Teacher feedback is a central component of effective language instruction and a key factor influencing students’ motivation to learn a foreign language. In English as a Foreign Language (EFL) classrooms, feedback not only guides learners’ linguistic development but also shapes their emotional responses, self-efficacy, and willingness to engage in learning activities. This study investigates the influence of teachers’ feedback on students’ language learning motivation at the high school level. Using a mixed-methods research design, quantitative data were collected through motivation questionnaires administered before and after a feedback-focused instructional intervention, while qualitative data were obtained through classroom observations and semi-structured interviews with students and teachers. The findings reveal that constructive, timely, and supportive feedback significantly enhances students’ intrinsic and extrinsic motivation to learn English. Conversely, negative or unclear feedback may reduce learners’ confidence and engagement. The study concludes that teacher feedback functions not only as a pedagogical tool but also as a motivational driver, and it offers practical recommendations for English teachers to optimize feedback practices in secondary education.

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