Abstract:

This article presents the results of questionnaire surveys on the impact of teacher’s formative feedback on students’ self-reflection behavior, self-reflection strategy and learning motivation conducted with 152 English major students from a teacher-education-oriented university in China. The study found the significant impact of teacher’s formative feedback on students’ self-reflection practices and learning motivation. The findings also showed that freshmen have stronger plasticity and are more susceptible to teacher’s feedback. Therefore, it is suggested that teachers should do a good job in the mode and method of positive evaluation feedback from the freshman year, and stick to it, so as to lay a good foundation for students’ learning motivation development, learning strategy improvement and self-reflection behavior. 

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