نسیم قنبری

Teachers use different methods to enhance students’ motivation and achievement. One method is giving individual verbal feedback which is used to encourage students and provide remediation. This study aimed to explore the effects of teachers’ individual verbal feedback on students’ motivation and achievement. Two types of research tools were used: a pre-post questionnaire and a pre-post test and two groups of female students participated in this study (N=30) under two conditions: no individual verbal feedback, individual verbal feedback provided by the instructor.The findings showed that teachers’ individual verbal feedback had a significant positive impact on the learners’ motivation and achievement. As a result of giving feedback to the students and their effects on motivation and achievement, it can be argued that the more motivated students are, the more and the better they will learn. This study has implications for instructors, learners and researchers, especially in Iran both to do more serious researches on the teachers’ perceptions as the most involved actors of Foreign Language Teaching regarding various aspects of feedback, motivation and their roles in language teaching and to make changes in the manner of feedback giving and even the method of teaching English.