Students' perceptions of teachers' feedback practice in teaching English as a foreign language

Abstract

This study focused on the relationship of students' perceptions of teachers' feedback practice with students' perceived external goal orientation, self-regulation, self-efficacy, and English as a foreign language (EFL) teaching. Data were collected from a student survey (n = 1137) administered to students in Norwegian lower secondary schools. Multiple regression and path analyses were performed. The results indicated that the students who were aware of learning goals perceived the teachers' feedback as more useful. Path analyses suggested that students' perceived self-efficacy and EFL teaching positively predicted their perceptions of teacher feedback practice when mediated by perceived external goal orientation and self-regulation.