Résumé:
The present dissertation attempts to investigate the vital role of the EFL teachers’ feedback in motivating EFL learners. It is hypothesized in this work that EFL teachers can promote motivation through the use of feedback technique in the classroom. The main objective of this study then is to highlight the significance of the teachers’ feedback as a good technique in the classroom that can increase students’ motivation to learn. In this case, EFL teachers will be encouraged to undertake this technique whenever is needed. Students as well will pay more attention to their teachers’ feedback. Through two questionnaires were administered to second-year students and to teachers at the department of English, University of Mostaganem, we intended to explore both learners’ and teachers’ opinions about the mentioned technique.
The results of the study show that most teachers do believe that the feedback plays a crucial role in extending students’ learning; consequently, it increases their motivation to learn. In addition, the results demonstrate that the effectiveness of the feedback depends on the teachers’ /learners competence level.
