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Abstract

The primary objective of this study is to examine the effects of formative assessments and corrective feedback and their implications for the meaning of education (ME), academic hardiness (AH), and love of learning (LL) among English foreign language learners (EFLLs). Feedback plays a crucial role in student learning outcomes; however, limited research addresses its impact on key psychological factors in EFL learners. A pre-test/post-test quasi-experimental design was employed, with data analyzed using Multivariate Analysis of Covariance (MANCOVA) to assess the impact of teachers’ written and corrective feedback on students’ psychological factors while controlling for covariates. The study involved 312 students in a pre-test/post-test quasi-experimental design, comparing control and experimental groups. Results indicated significant effects of teachers’ written and corrective feedback on students’ love of learning (LL: F = 583.171, p < .001, explaining 35% of the variance), academic hardiness (AH: F = 738.391, p < .001, explaining 56% of the variance), and meaning of education (ME: F = 571.564, p < .001, explaining 65% of the variance). The findings have important implications for teachers, curriculum designers, and educational policymakers, with the intervention explaining up to 65% of the variance in key psychological factors, underscoring the importance of providing effective feedback to enhance learning outcomes. Ultimately, this research aims to contribute to ongoing efforts to improve English foreign language education and foster a nurturing learning environment for language learners.

Keywords

formative assessment corrective feedback meaning of education academic hardiness love of learning

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The Role of Formative Assessment and Corrective Feedback in Shaping Meaning of Education,Academic Hardiness,and Love of Learning Among English Foreign Language Learners

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