The Interplay between Corrective Feedback, Motivation and EFL Achievement in Middle and High School Education

Emnijeta Ahmetovic; Senad Becirovic; Vildana Dubravac; Amna Brdarevic-Celjo

doi:10.17323/jle.2023.12663

Emnijeta Ahmetovic International Burch University, Sarajevo, Bosnia and Herzegovina https://orcid.org/0000-0002-7283-1642
Senad Becirovic International Burch University, Sarajevo, Bosnia and Herzegovina https://orcid.org/0000-0003-0216-9435
Vildana Dubravac International Burch University, Sarajevo, Bosnia and Herzegovina https://orcid.org/0000-0002-0316-3791
Amna Brdarevic-Celjo International Burch University, Sarajevo, Bosnia and Herzegovina https://orcid.org/0000-0002-7712-3047

DOI: https://doi.org/10.17323/jle.2023.12663

Аннотация

Introduction. Despite the fact that error correction has significant and long-term effects on facilitating language learning and development, there has not been any research that investigates its influence on learners' motivation within the classroom context of Bosnia and Herzegovina.

Purpose. This research aims to examine the impact of written and oral corrective feedback on students' motivation and achievement within this EFL context.

Method. For this quantitative study, the questionnaire has been used to collect the data from 160 middle and high school students in central Bosnia and Herzegovina.

Results. The findings indicated that the respondents generally like to be corrected and they are moderately to highly motivated to speak and write in English as a foreign language. Furthermore, learners with positive attitudes towards the received feedback feel significantly more motivated to keep learning than those with negative attitudes.

Conclusion. The study is expected to provide teachers with suggestions on how to transform their classrooms into an environment conducive to the development of higher levels of writing and speaking motivation and how to provide corrective feedback that will positively influence students' EFL achievement.

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