A Study Of The Influence Of English Teachers’ Classroom Feedback On Students’ Learning Motivation In Junior High School

Teachers’ classroom feedback is an important part in the teaching process.At the same time,it also affects students’ learning interest and motivation,and ultimately influences students’ overall learning effect.When students learn foreign languages,they are affected by internal factors and external factors.Among them,motivation is an important internal factor,which motivates students to study hard and constantly challenge themselves.Relative researches focus on the function and frequency of teachers’ classroom feedback,but there are few researches on the influence of teachers’ classroom feedback on students’ language learning motivation in junior high school.Therefore,the question about the influence of English teachers’ classroom feedback on junior high school students’ learning motivation is worth studying.Based on the theoretical basis of Krashen’s(1983)Affective Filter Hypothesis Theory and Long’s(1985)Interaction Hypothesis,this present research tries to investigate the current situation of junior high school English teachers’ classroom feedback and students’ attitudes towards English teachers’ classroom feedback,as well as explore the influence of English teachers’ classroom feedback on students’ learning motivation in junior high school.The specific research questions include:(1)What is the current situation of English teachers’ classroom feedback in junior high school?(2)What are the students’ attitudes towards English teachers’ classroom feedback in junior high school?(3)What is the influence of English teachers’ classroom feedback on students’ learning motivation in junior high school? This research selects two experienced English teachers and two novice English teachers in Grade 8 of Puyang No.3 Middle School and the students they taught in the four classes as the research subjects.The time span is from September to Decemberin 2019.The research instruments include classroom observation,questionnaire,and interview.It is found that:(1)In English classroom,teachers give positive feedback on correct answers,and the frequency of simple positive feedback is higher than detailed positive feedback;negative feedback is given to the wrong answers,and the frequency of simple negative feedback is lower than detailed negative feedback.In addition,English teachers’ classroom feedback also includes non-verbal feedback.(2)Students are more inclined to gain positive feedback,especially detailed positive feedback;while for negative feedback,students are more willing to accept English teachers’ detailed negative feedback.(3)Different types of teachers’ classroom feedback have different effects on students’ learning motivation.Students are encouraged by the teachers’ positive feedback,so they are motivated to learn;while students’ confidence and motivation are undermined by teachers’ negative feedback.In junior high school English teaching,teachers need to recognize the influence of classroom feedback on students’ learning motivation,using positive feedback and detailed negative feedback frequently;teachers should give meaningful feedback based on students’ characteristics and specific situation,rather than giving the same feedback to all students;teachers ought to use all types of feedback wisely instead of generalizing classroom feedback.