Motivation has been shown to be critical for L2 language development and it is thus imperative that teachers consider how classroom methods and tools contribute to student’s motivational state. One such tool, formative feedback, has been shown to help motivate students to complete tasks, and yet formative feedback may also potentially demotivate students under certain conditions. The current study uses semi-structured interviews of five 7-9 grade English teachers in the south of Sweden to investigate some teachers’ views and experiences of written formative feedback and its effect on facilitating or hindering student motivation in the L2 classroom. Regarding usage patterns, we found that teachers generally implement formative feedback in accordance with what is promoted in recent research literature. Furthermore, we found that teachers consider formative feedback to positively affect students in terms of increased motivation and positive academic outcomes. However, teachers also stress the importance of providing the right amount of formative feedback in a timely manner to preclude potentially negative effects such as students not understanding the feedback and thus, becoming demotivated and unable to learn from the feedback provided. Our study indicates that teachers in the Swedish L2 classroom context implement formative feedback to facilitate motivation, since they believe the concept helps students develop their knowledge, furthers engagement, creates awareness of development and provides a driving force within students to work harder.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-68406 |
| Date | January 2024 |
| Creators | Nyman, Anton, Mattsson, Sanna |
| Publisher | Malmö universitet, Institutionen för kultur, språk och medier (KSM) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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