Boosting Language Learners’ Motivation Through Teacher Praise and Feedback
Keywords:
Motivation, Teacher Praise, Teacher Feedback
Abstract
Motivation is an important part of language learning because it affects how much effort students give, how they feel about learning, and how long they stay committed. When students are motivated, they are more likely to enjoy learning and try harder to improve their skills. This paper explores the role of teacher praise and feedback in helping students stay motivated in English as a foreign language (EFL) classrooms. Praise helps students feel appreciated and more confident, while feedback gives them direction and helps them improve. Many studies show that praise and feedback together give better results than when used separately. They support both academic improvement and emotional well-being. This review suggests that using both strategies is a helpful way to create a positive classroom and support students in becoming more independent and motivated learners.
References
Abbasi, A., Ghanbari, B., & Zare, M. H. (2024). The effect of teachers’ individual verbal feedback and praise on EFL learners’ motivation and attitude. International Journal of Recent Advances in Multidisciplinary Research. https://doi.org/10.5281/zenodo.11122244
Bismayanti, S., Sakkir, G., & Aeni, N. (2024). Exploring factors affecting students’ intrinsic and extrinsic motivation in learning English at SMPIT Al-Fityan School Gowa. Journal of Excellence in English Language Education, 3(1), 90–102. https://doi.org/10.26858/joeele.v3i1,%20January.59629
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5–32. https://doi.org/10.3102/00346543051001005
Cao, Z. H., & Mao, Z. C. (2023). The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation. Assessing Writing, 59, 100802. https://doi.org/10.1016/j.asw.2023.100802
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Gan, X., & Ma, X. (2024). Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2024.101234
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Liu, H. (2021). Loving pedagogy matters: The development of the Student–Teacher Rapport Scale (STRS) and its predictive effects on students’ success and well-being. Frontiers in Psychology, 12, 648859. https://doi.org/10.3389/fpsyg.2021.648859
Liu, F. (2021). The Role of EFL Teachers’ Praise and Love in Preventing Students’ Hopelessness. Frontiers in Psychology, 12, 800798. https://doi.org/10.3389/fpsyg.2021.800798
Mahara, M. F., & Hartono, R. (2023). The effect of teacher's corrective feedback in EFL students’ speaking performance. JET (Journal of English Teaching), 9(1), 36–48. https://journal.unnes.ac.id/sju/index.php/jet/article/view/60204
Nurhayati, R., & Apoko, I. (2023). Teacher's feedback on vocational high school students' motivation in EFL classrooms. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 7(1), 19–29. https://doi.org/10.36312/esaintika.v7i1.1463
Peng, C. (2021). The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter? Frontiers in Psychology, 12, 778174. https://doi.org/10.3389/fpsyg.2021.778174
Tu, S. P., & Ego-ugan, G. B. (2024). Teacher Feedback Shaping Emotions and Motivation in EFL Writing. In JALT Postconference Publication. https://doi.org/10.37546/JALTPCP2023-32
Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, 712419. https://doi.org/10.3389/fpsyg.2021.712419
Bismayanti, S., Sakkir, G., & Aeni, N. (2024). Exploring factors affecting students’ intrinsic and extrinsic motivation in learning English at SMPIT Al-Fityan School Gowa. Journal of Excellence in English Language Education, 3(1), 90–102. https://doi.org/10.26858/joeele.v3i1,%20January.59629
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5–32. https://doi.org/10.3102/00346543051001005
Cao, Z. H., & Mao, Z. C. (2023). The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation. Assessing Writing, 59, 100802. https://doi.org/10.1016/j.asw.2023.100802
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Gan, X., & Ma, X. (2024). Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2024.101234
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Liu, H. (2021). Loving pedagogy matters: The development of the Student–Teacher Rapport Scale (STRS) and its predictive effects on students’ success and well-being. Frontiers in Psychology, 12, 648859. https://doi.org/10.3389/fpsyg.2021.648859
Liu, F. (2021). The Role of EFL Teachers’ Praise and Love in Preventing Students’ Hopelessness. Frontiers in Psychology, 12, 800798. https://doi.org/10.3389/fpsyg.2021.800798
Mahara, M. F., & Hartono, R. (2023). The effect of teacher's corrective feedback in EFL students’ speaking performance. JET (Journal of English Teaching), 9(1), 36–48. https://journal.unnes.ac.id/sju/index.php/jet/article/view/60204
Nurhayati, R., & Apoko, I. (2023). Teacher's feedback on vocational high school students' motivation in EFL classrooms. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 7(1), 19–29. https://doi.org/10.36312/esaintika.v7i1.1463
Peng, C. (2021). The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter? Frontiers in Psychology, 12, 778174. https://doi.org/10.3389/fpsyg.2021.778174
Tu, S. P., & Ego-ugan, G. B. (2024). Teacher Feedback Shaping Emotions and Motivation in EFL Writing. In JALT Postconference Publication. https://doi.org/10.37546/JALTPCP2023-32
Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, 712419. https://doi.org/10.3389/fpsyg.2021.712419
Published
2025-06-30
Section
Articles
