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INVESTIGATING THE IMPACT OF ASSESSMENT FEEDBACK ON EFL LEARNERS’
MOTIVATION AND SELF-EFFICACY
Odinaye a Fa ida
Sama kand S a e Ins i u e o Fo eign Languages
Facul y o Fo eign Language and Li e a u e 5 h-yea s uden , G oup 2115.
Email: [email p o ec ed]
h ps://doi.o g/10.5281/zenodo.17691707
Abs ac . The a icle explo es he ela ionship be ween assessmen eedback and lea ne s’
mo i a ion and sel -e icacy in English as a Fo eign Language (EFL) class ooms. The s udy aims
o de e mine how a ious ypes o eache eedback— o ma i e, summa i e, and pee -based—
a ec s uden s’ con idence and lea ning pe sis ence. Th ough a mixed-me hod app oach in ol ing
ques ionnai es and in e iews, he esea ch e eals ha imely, cons uc i e, and suppo i e
eedback inc eases mo i a ion and s eng hens sel -e icacy. In con as , delayed o o e ly c i ical
eedback can educe lea ne s’ con idence and engagemen . The esul s emphasize he impo ance
o e lec i e and s uden -cen e ed assessmen p ac ices in language educa ion o sus ain long- e m
lea ning mo i a ion.
Keywo ds: assessmen eedback, EFL lea ne s, mo i a ion, sel -e icacy, o ma i e
assessmen , language lea ning.
In oduc ion
In ecen decades, assessmen eedback has gained inc easing a en ion in o eign language
educa ion as an essen ial componen o s uden lea ning and mo i a ion. Feedback se es no only
as a ool o measu ing pe o mance bu also as a pedagogical mechanism ha guides lea ne s
owa d sel -imp o emen . Fo English as a Fo eign Language (EFL) lea ne s, who o en ace
anxie y and low sel -con idence, eedback plays a decisi e ole in shaping hei lea ning a i udes
and sel -pe cep ion.
The e ec i eness o eedback depends la gely on how i is deli e ed. Cons uc i e and
o ma i e eedback helps lea ne s iden i y s eng hs and weaknesses and suppo s au onomous
lea ning. In con as , nega i e o o e ly c i ical eedback may discou age s uden s, educing hei
mo i a ion and sel -e icacy. This s udy seeks o in es iga e he ela ionship be ween assessmen
eedback and wo psychological ac o s: mo i a ion (s uden s’ willingness o engage in lea ning)
and sel -e icacy ( hei belie in hei capaci y o succeed).
Li e a u e Re iew
Assessmen eedback has been widely s udied in educa ional psychology and applied
linguis ics. Black and Wiliam de ine o ma i e eedback as a p ocess ha in o ms lea ne s abou
hei cu en pe o mance and p o ides guidance o imp o emen [2,139-148p]. Hyland and
Hyland emphasize ha e ec i e eedback is dialogic—i in ol es a wo-way in e ac ion be ween
eache and s uden [5.83-101p].
Mo i a ion, acco ding o Dö nyei, is he d i ing o ce ha ini ia es, di ec s, and sus ains
lea ning beha io . Posi i e eedback enhances in insic mo i a ion by ein o cing a lea ne ’s sense
o compe ence and achie emen [4.107p].
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Bandu a in oduced he concep o sel -e icacy, which e e s o one’s belie in hei own
abili y o accomplish speci ic asks [1.59p]. Lea ne s wi h high sel -e icacy end o pe se e e
h ough di icul ies, while hose wi h low sel -e icacy o en gi e up easily.
P e ious esea ch sugges s ha eedback ha is speci ic, ac ionable, and emo ionally
suppo i e leads o highe mo i a ion and con idence. In EFL con ex s, whe e communica ion
ba ie s and cul u al ac o s in luence lea ning, eedback also con ibu es o building us be ween
eache s and s uden s.
Me hodology
The esea ch applied a mixed-me hod design o p o ide bo h quan i a i e and quali a i e
insigh s in o he impac o assessmen eedback on EFL lea ne s. The s udy was conduc ed a he
Sama kand S a e Ins i u e o Fo eign Languages du ing he sp ing semes e o 2024.
A o al o 50 unde g adua e s uden s om he Facul y o Fo eign Language and Li e a u e
pa icipa ed in he s udy. They ep esen ed di e en p o iciency le els and we e aking English
language cou ses as pa o hei academic p og am.
The quan i a i e phase in ol ed a ques ionnai e ha measu ed s uden s’ mo i a ion and
sel -e icacy be o e and a e ecei ing eache eedback on w i en assignmen s. The
ques ionnai e used a i e-poin Like scale o e alua e aspec s such as con idence, in e es , and
willingness o pa icipa e in class.
The quali a i e phase included semi-s uc u ed in e iews wi h 10 pa icipan s. These
in e iews explo ed emo ional esponses o eedback, p e e ed eedback ypes, and s uden s’
opinions on how eache commen s a ec ed hei mo i a ion. Responses we e ansc ibed and
analyzed hema ically.
All pa icipan s we e in o med abou he pu pose o he esea ch and pa icipa ed
olun a ily. E hical conside a ions, including anonymi y and con iden iali y, we e s ic ly
main ained.
Findings
The indings o he s udy e ealed a s ong ela ionship be ween cons uc i e eedback and
inc eased lea ne mo i a ion. S uden s who ecei ed pe sonalized commen s exp essed g ea e
en husiasm and engagemen in language ac i i ies.
Quan i a i e esul s indica ed ha 84% o he esponden s el mo i a ed when eedback
included encou agemen and speci ic guidance, while 76% epo ed inc eased con idence a e
ecei ing o ma i e eedback. S uden s app ecia ed eedback ha acknowledged hei p og ess,
e en when poin ing ou a eas o imp o emen . Fo ins ance, commen s such as “You ha e
imp o ed you p onuncia ion; y o ocus mo e on in ona ion” we e pe cei ed as mo i a ing.
Quali a i e da a also showed ha one and deli e y play an impo an ole. Lea ne s s a ed
ha when eache s ga e eedback espec ully and p i a ely, i educed emba assmen and helped
hem accep c i icism posi i ely. Howe e , eedback gi en publicly o in a ha sh one was iewed
as discou aging.
In e es ingly, pee eedback was also ound o ha e mo i a ional alue. When s uden s
e alua ed each o he ’s wo k, hey epo ed be e unde s anding o assessmen c i e ia and mo e
esponsibili y o hei lea ning ou comes. This pee in e ac ion buil a sense o communi y and
collabo a ion among lea ne s, which u he enhanced sel -e icacy.
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Discussion
The esul s con i m p e ious indings ha assessmen eedback has a dual ole: i imp o es
pe o mance and shapes lea ne s’ psychological eadiness o lea ning. The s udy suppo s
Bandu a’s sel -e icacy heo y, demons a ing ha belie in one’s abili y can be ein o ced h ough
cons uc i e eedback.
One signi ican obse a ion is ha eedback iming in luences i s e ec i eness.
Immedia e o nea -immedia e eedback helps s uden s connec commen s wi h hei
pe o mance, while delayed eedback weakens mo i a ion. Teache s, he e o e, need o manage
eedback schedules ca e ully o maximize i s impac .
Mo eo e , his s udy ound ha eedback s yle ma e s as much as con en . Posi i e
ein o cemen —acknowledging small imp o emen s—has a s onge mo i a ional e ec han
ocusing solely on mis akes. Ins uc o s who combine p aise wi h cons uc i e ad ice c ea e an
emo ionally suppo i e a mosphe e ha encou ages isk- aking and ac i e pa icipa ion in
language asks.
Finally, he inclusion o pee and sel -assessmen encou ages lea ne s o hink c i ically
and de elop au onomy. Such p ac ices no only educe dependence on he eache bu also help
s uden s in e nalize assessmen c i e ia. O e ime, his leads o highe sel -e icacy and mo e
sus ainable mo i a ion.
Conclusion
In conclusion, assessmen eedback plays a pi o al ole in mo i a ing EFL lea ne s and
s eng hening hei sel -e icacy. The indings om his s udy sugges ha eedback should be
cons uc i e, imely, and empa he ic o maximize i s posi i e e ec s. Teache s mus iew
eedback no me ely as co ec ion bu as dialogue—a sha ed p ocess ha guides s uden s owa d
deepe lea ning.
The s udy also highligh s he need o eache aining in e ec i e eedback p ac ices. EFL
ins uc o s should lea n o design o ma i e asks, gi e a ge ed commen s, and balance c i icism
wi h encou agemen . When eedback is deli e ed wi h ca e, s uden s become mo e sel -con iden ,
esilien , and engaged in language lea ning.
Fu u e esea ch could ex end his s udy by examining digi al eedback ools o compa ing
c oss-cul u al a i udes owa d eache commen s in EFL con ex s. Such explo a ion would help
educa o s design eedback sys ems ha a e pedagogically sound and psychologically suppo i e.
By adop ing e lec i e assessmen s a egies, educa o s can c ea e a posi i e lea ning
en i onmen whe e mo i a ion and sel -e icacy h i e.
Re e ences
1. Bandu a, A. (1997). Sel -E icacy: The Exe cise o Con ol. New Yo k: W. H. F eeman. 327 pp.
2. Black, P., & Wiliam, D. (1998). Inside he Black Box: Raising S anda ds h ough Class oom
Assessmen . Phi Del a Kappan, 80(2), 139–148.
3. Ca less, D. (2015). Excellence in Uni e si y Assessmen : Lea ning om Awa d-Winning P ac ice.
London: Rou ledge. 211 pp.
4. Dö nyei, Z. (2001). Teaching and Resea ching Mo i a ion. Ha low: Pea son Educa ion. 146 pp.
5. Hyland, F., & Hyland, K. (2006). Feedback on Second Language S uden s’ W i ing. Language
Teaching, 39(2), 83–101.
6. Lee, I. (2017). Class oom W i ing Assessmen and Feedback in L2 School Con ex s. Singapo e:
Sp inge . 243 pp.
