The impact of teacher feedback on primary students’ feedback orientation, motivation and achievement emotions of learning English

The current study examined how teacher feedback affects a total of 46 primary two students’ feedback orientation, motivation and achievement emotions of learning English at a local primary school. With a mixed methods research design, quantitative and qualitative data were both gathered from the participants during pre-intervention and post-intervention stage to examine the effectiveness of teacher feedback. During the intervention stage, an evidence-based feedback practice was adopted from the feedback model suggested by Hattie & Timperley (2007) and implemented for twelve weeks. After this feedback practice, participants of Class 2B and 2C reported that the changes in feedback orientation, motivation and achievement emotions were quite significant. All the variables tested in this study were largely improved and positively correlated. Apart from the quantitative data, the qualitative data collected from interviews also justified the importance and effectiveness of teacher feedback from the perspectives of students and teachers. Collectively, the results provide pre- and in-service teachers with some fresh and unique insights into providing effective feedback to improve students’ English learning from an integrative perspective of feedback orientation, positive emotion and intrinsic motivation.