THE IMPACT OF IMPLICIT AND EXPLICIT TEACHER FEEDBACK ON EFL LEARNERS' MOTIVATION

This article investigates the pedagogical value and psychological impact 
of implicit and explicit teacher feedback on the motivation of English as a Foreign 
Language (EFL) learners in higher education. It analyzes different corrective strategies, 
including recasts and direct corrections, examining how they influence student anxiety, 
self-esteem, and willingness to communicate. The study highlights the need for balanced, 
adaptive feedback mechanisms that maintain learner engagement. The findings suggest 
that a strategic combination of both feedback types maximizes linguistic precision while 
preserving intrinsic motivation.