Abstract:
This study explored the role of feedback in learning by examining how teachers’ corrective feedback influencesEFLstudents’ motivation to enhance their written performance. Structured in three chapters, the first two presented a theoretical review of the literature related to feedback in education and the motivational dynamics of EFL learners. The third chapter was dedicated to the practical investigation, including data analysis and interpretation of results. A descriptive research method was adopted, with data collected through a questionnaire distributed to 40 of second-year master EFL students at Ghardaia University.
The findings highlighted the pivotal role of feedback in the learning process. Most students expressed positive perceptions of their teachers’ feedback, recognizing it as a motivating factor that significantly supports their language acquisition. Corrective feedback serves as an essential instructional tool. It is not merelyevaluative, but also interactive and informative, whendelivered promptly, clearly, and with focus. Feedback was seen to effectively enhance students’ engagement, motivation, and performance. These results support the initial hypothesis of the study, confirming that constructive feedback positively contributes to learners’ motivation and academic progress. Consequently, educators across all levels and disciplines should be mindful of the critical role feedback plays in promoting effective learning.
