The effectiveness of teacher's written feedback on self-efficacy and achievement motivation of students

The aim of this study was to evaluate the effectiveness of the teacher's written feedback on student's self-efficacy and achievement motivation in an English course. As a quasi-experimental research attempt, the study had a pretest-posttest design with a control group. Therefore, 50 female students were selected by multistage cluster sampling from secondary junior high schools of Mahdishahr city.Then, theywere randomly assigned intoan experimental group (23students) and a control group (27 students). The Sherer general self-efficacy and Hermens achievement motivation questionnaireswere employedto collect the data.These two instruments were used as pretest in both groups. Then, the experimental group received written feedback by an English teacher about 12 sessions, but the control group did not receive this treatment. After completion of the course, the self-efficacy and achievement motivation tests were again given to both groups.The data were analyzed by multivariate analysis. The results showed a significant difference in self-efficacy, foresight, and hardworking components of achievement motivation only in the experimental group.But, the result did not show any significant difference in confidence and perseverance components of achievement motivation.Accordingly, it could be argued that teacher's written feedback could upgrade the performance of students in motivation and self-efficiency fields.