An Empirical Study On The Effects Of Teacher’s Classroom Feedback On Junior High School Students’ Extrinsic Motivation In English Learning

In recent years,many researchers have begun to explore teacher’ feedback and students’ motivation,but these researchers only focus on one aspect of them,and few researchers combines the two aspects in language learning.As the main part of teacher’s talk,teacher’s feedback not only provides language input,but also becomes the important factor affecting student’s extrinsic motivation.This thesis is based on Liu Ying’s(2016)classification of teacher’s feedback and Deci and Ryan’s(2000)motivation theory and attempts to answer the two research questions to demonstrate what different types of feedback impact on students’ extrinsic motivation:1.What are the effects of positive feedback on students’ extrinsic motivation?2.What are the effects of negative feedback on students’ extrinsic motivation?In this study,there are 164 junior high school students and two English teachers of Shen Yang 43 Junior High School recruited as the participants.Questionnaires,classroom observation,and interview are used as the instruments.Excel is used to process the questionnaire’s data to provide evidence for this study.The results of the study shows: First,teacher’s positive feedback improves students’ behavioral external regulation,which means students actively express their ideas and interact with teachers in class.Positive feedback improves students’ behavioral introjection,which means students can prove their learning ability to maintain self-worth and realize the expectations of parents and teachers.Positivefeedback improves students’ behavioral identification,which makes students gradually realize the importance for English learning and study hard for the specific objection of further study.Positive feedback improves students’ behavioral integration,pushing them gradually learns English Independently and actively explores English knowledge.Second,negative feedback improves students’ behavioral external regulation and makes them learn English more autonomously and interact with teachers in classroom more actively.Negative feedback weakens students’ behavioral introjection but it improves students’ behavioral identification,making them aware of their lack of learning ability and motivating them to work for good marks.Additionally,negative feedback improves students’ behavioral integration,initiating students to learn from their own mistakes.Finally,the study suggests that in order to improve students’ learning,teachers should combine positive feedback and negative feedback appropriately to stimulate students’ extrinsic motivation.