An Exploration of Students’ Perceptions of Teacher Feedback and Its Influence on Their Motivation to Learn English
Keywords:
Teacher Feedback, Student Motivation, English Language Learning, Perception
Abstract
This study explores how students perceive teacher feedback and how it affects their motivation to learn English, with a specific focus on the acceleration class at MTsN 1 Surabaya. Adopting a mixed-method pragmatism with a qualitative descriptive approach, the research involved 31 students from the seventh grade, selected through purposive sampling. Data were gathered using a structured Google Form questionnaire consisting of 30 Likert-scale statements, 15 focused on teacher feedback and 15 on learning motivation. Descriptive statistics were used to highlight general response patterns, while thematic analysis helped interpret students’ perceptions in more depth. The findings show that students more to view their teacher's feedback in a positive light, describing it as clear, specific, and encouraging. This positive perception strongly correlates with higher motivation. The study suggests that effective feedback helps students feel more competent and confident, creates a psychologically safe environment where they are not afraid to make mistakes, and empowers them to take more ownership of their learning. While the results were largely positive, a small percentage of students expressed neutral views, indicating that feedback is not equally effective for everyone. The study concludes that teacher feedback is a crucial tool for building and sustaining student motivation. It recommends that educators focus on providing supportive and actionable feedback to foster a positive and productive learning atmosphere.
References
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Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). SAGE Publications.
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Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge University Press.
Saragih, T. Y., & Subekti, A. S. (2023). Integrative motivation and speaking achievement: A study of Indonesian L2 learners of English. LITERA, 22(3), 266–277. https://doi.org/10.21831/ltr.v22i3.65786
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed.). Pearson.
Slatinska, A. (2023). New Approaches to Developing the Global Skills and Intercultural Competence of Future Teachers (Virtual Exchange and Blended Intensive Programs as Possibilities for Future Research and Higher-Education Internationalization). Intercultural Relations, 7(2(14)), 26–41. https://doi.org/10.12797/RM.02.2023.14.02
Solihat, E. (2021). Pengaruh Motivasi Belajar dan Penguasaan Kosakata terhadap Kemampuan Menulis Naratif Bahasa Inggris. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 12(2), 119–131. https://doi.org/10.37640/jip.v12i2.814
Tahir, H., Susilo, S., & Teodora Ping, M. (2024). Beliefs of East Borneo EFL Teachers Concerning World Englishes. Borneo Journal of Language and Education (BENJOLE), 4(1), 1–17. https://journal.uinsi.ac.id/index.php/bjle/article/view/7113
Wardana, I. K., Wiryadi Joni, D. A. A., & Arsana, A. A. P. (2025). Factors affecting teacher feedback on writing achievement, self-efficacy, and self-regulation in EFL context. Indonesian Journal of Applied Linguistics, 14(3), 596–611. https://doi.org/10.17509/ijal.v14i3.73964
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
Yulhendri, Hakim, L., Sofya, R., Nora, D., & Rahmi, Y. (2025). The Influence of Feedback Learning on Student Engagement and Student Performance. Educational Process: International Journal, 17. https://doi.org/10.22521/edupij.2025.17.318
Zhang, W., & Hu, J. (2025). Effects of perceived English teacher support on student engagement among Chinese EFL undergraduates: L2 motivational self system as the mediator. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1607414
Zihni, K., Rianti, W., & Pahlawan Tuanku Tambusai, U. (2023). An Analysis on Students Motivation in Speaking English at SMP Negeri 3 Bangkinang. 7(3), 25055–25066.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman.
Brandmo, C., & Gamlem, S. M. (2025). Students’ perceptions and outcome of teacher feedback: a systematic review. In Frontiers in Education (Vol. 10). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1572950
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students, Second Edition (2nd ed). ASCD. files/6252/Brookhart - 2017 - How to Give Effective Feedback to Your Students, Second Edition.pdf
Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163. https://doi.org/10.1080/13562517.2020.1782372
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
Crystal, D. (2003). English as a Global Language (2nd ed.).
Danial, H., & Idul, R. (2020). Preferensi Peserta Didik terhadap Umpan Balik Guru pada Kemampuan Menulis Bahasa Inggris di Sekolah Menengah Kawasan Teluk Tomini. Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP), 4(1), 36–48. https://doi.org/10.31539/kibasp.v4i1.1509
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Gardner, R. C., & Lalonde, R. N. (2010). Second Language Acquisition: A Social Psychological Perspective. In R. B. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics, ed. Robert B. Kaplan (2nd ed., 14). Oxford University Press.
Guo, W., Wang, J., Li, N., & Wang, L. (2025). The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience. Scientific Reports, 15(1), 3670. https://doi.org/10.1038/s41598-025-88187-x
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Indra, D., & Ambarwati, A. (2024). Pemerolehan Bahasa Inggris pada Anak Berbahasa Indonesia Melalui Tayangan Lagu-Lagu di Akun YouTube Terpilih. Borneo Journal of Language and Education (BENJOLE), 4(2), 353–371.
Isadaud, D., Fikri, M. D., & Bukhari, M. I. (2022). The Urgency Of English In The Curriculum In Indonesia To Prepare Human Resources For Global Competitiveness. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 1(1), 51–58. https://doi.org/10.54259/diajar.v1i1.177
Jelínková, J., Petrus, P., & Laue, A. (2023). THE IMPACT OF FEEDBACK ON STUDENTS´ WILLINGNESS TO COMMUNICATE IN FOREIGN LANGUAGE LEARNING: SYSTEMATIC REVIEW. In Journal of Teaching English for Specific and Academic Purposes (Vol. 11, Number 3, pp. 663–686). University of Nis. https://doi.org/10.22190/JTESAP230911051J
Lizaria Khafshoh, A., Nadhifah, S., & Widiati, U. (2023). A Systematic Review of Psychological Factors Contributing to Successful English Learning. Jurnal Pendidikan Humaniora, 11(04), 278–292. https://doi.org/10.17977/um011v11i42023p278-292
Monteiro, V., Carvalho, C., & Santos, N. N. (2021). Creating a Supportive Classroom Environment Through Effective Feedback: Effects on Students’ School Identification and Behavioral Engagement. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.661736
Muhammad Younis Aneela Atta Ur Rahman, P. I. (2021). EFFECTS OF CONSTRUCTIVE AND TIMELY FEEDBACK ON ACADEMIC PERFORMANCE OF STUDENTS. Pakistan Journal of Educational Research, 4(4). https://doi.org/10.52337/pjer.v4i4.464
Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). SAGE Publications.
Putra, T. R., & Madkur, A. (2025). Instagram as an Educational Tool for Autonomous Learning: Pre-Service EFL Teacher’s Voices. Borneo Journal of Language and Education (BENJOLE), 5(1), 63–79. https://journal.uinsi.ac.id/index.php/bjle/article/view/9305/3172
Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge University Press.
Saragih, T. Y., & Subekti, A. S. (2023). Integrative motivation and speaking achievement: A study of Indonesian L2 learners of English. LITERA, 22(3), 266–277. https://doi.org/10.21831/ltr.v22i3.65786
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed.). Pearson.
Slatinska, A. (2023). New Approaches to Developing the Global Skills and Intercultural Competence of Future Teachers (Virtual Exchange and Blended Intensive Programs as Possibilities for Future Research and Higher-Education Internationalization). Intercultural Relations, 7(2(14)), 26–41. https://doi.org/10.12797/RM.02.2023.14.02
Solihat, E. (2021). Pengaruh Motivasi Belajar dan Penguasaan Kosakata terhadap Kemampuan Menulis Naratif Bahasa Inggris. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 12(2), 119–131. https://doi.org/10.37640/jip.v12i2.814
Tahir, H., Susilo, S., & Teodora Ping, M. (2024). Beliefs of East Borneo EFL Teachers Concerning World Englishes. Borneo Journal of Language and Education (BENJOLE), 4(1), 1–17. https://journal.uinsi.ac.id/index.php/bjle/article/view/7113
Wardana, I. K., Wiryadi Joni, D. A. A., & Arsana, A. A. P. (2025). Factors affecting teacher feedback on writing achievement, self-efficacy, and self-regulation in EFL context. Indonesian Journal of Applied Linguistics, 14(3), 596–611. https://doi.org/10.17509/ijal.v14i3.73964
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
Yulhendri, Hakim, L., Sofya, R., Nora, D., & Rahmi, Y. (2025). The Influence of Feedback Learning on Student Engagement and Student Performance. Educational Process: International Journal, 17. https://doi.org/10.22521/edupij.2025.17.318
Zhang, W., & Hu, J. (2025). Effects of perceived English teacher support on student engagement among Chinese EFL undergraduates: L2 motivational self system as the mediator. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1607414
Zihni, K., Rianti, W., & Pahlawan Tuanku Tambusai, U. (2023). An Analysis on Students Motivation in Speaking English at SMP Negeri 3 Bangkinang. 7(3), 25055–25066.
Published
2026-04-13
How to Cite
Ubaidillah, M., Jati, S., & Sugesti, D. (2026). An Exploration of Students’ Perceptions of Teacher Feedback and Its Influence on Their Motivation to Learn English. Borneo Journal of Language and Education, 6(1), 31-47. https://doi.org/10.21093/benjole.v6i1.12148
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