Classroom Feedback and English Learning Self-Efficacy of College Freshmen

Yan Ting

doi:10.47297/wspiedWSP2516-250035.20250909

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Classroom Feedback and English Learning Self-Efficacy of College Freshmen

9卷第9期

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Classroom Feedback and English Learning Self-Efficacy of College Freshmen
Classroom Feedback and English Learning Self-Efficacy of College Freshmen
School of Languages and Cultures, Shanghai University of Political Science and Law, Shanghai, 201701, China
2025年9卷第9期页码：158-161
纸质出版：2025-09-30
DOI：10.47297/wspiedWSP2516-250035.20250909
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(2025). Classroom Feedback and English Learning Self-Efficacy of College Freshmen. 国际教育与发展（英文版）, 9(9), 158-161.

Yan Ting.Classroom Feedback and English Learning Self-Efficacy of College Freshmen[J].Journal of International Education and Development,2025,09(09):158-161.
(2025). Classroom Feedback and English Learning Self-Efficacy of College Freshmen. 国际教育与发展（英文版）, 9(9), 158-161. DOI： 10.47297/wspiedWSP2516-250035.20250909.

Yan Ting.Classroom Feedback and English Learning Self-Efficacy of College Freshmen[J].Journal of International Education and Development,2025,09(09):158-161. DOI： 10.47297/wspiedWSP2516-250035.20250909.

摘要

Abstract

Classroom feedback plays a positive role in encouraging students' active participation in class activities

fostering a strong interest in English learning

correcting mistakes

and improving proficiency. More importantly

effective positive feedback can enhance students' self-efficacy in learning

stimulate motivation

and sustain perseverance in studies. For university freshmen

positive feedback helps them adapt quickly to the pace of university learning

maintain their passion for the English subject

and continue to excel in it.

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Keywords

references

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