IMPACT OF EFL TEACHERS’ FEEDBACK ON STUDENTS’ COURSE LEARNING AND SATISFACTION: EFL STUDENTS’ PERCEPTIONS AT TERTIARY LEVEL

Abstract

This empirical study examines the impact of EFL Teachers’ Feedback on Students’ Course Learning and Satisfaction at the tertiary level. The problem is that EFL students show their prime concern with course learning if learnt well which results in their satisfaction with the course at the tertiary level. EFL teachers’ feedback is an important factor influencing students’ course learning. The population of the current study is EFL students of the Department of English at four public sector universities in Karachi. Convenience sampling was used to collect the data and the useable sample size was n = 311 (n=177 male and n=134 female) respondents. This study used adapted scales such as Feedback (Zumbrunn, Marrs, & Mewborn, 2016), Course Learning (Pace, 1979) and Students satisfaction (Oliver, & Swan, 1989). Data were analyzed using SmartPLS v.4 and the research model holds a medium Predictive Power (Shmueli et al., 2019). it was seen that EFL Teachers’ Feedback has an effect on students’ course learning at the tertiary level and EFL students’ course learning has an effect on EFL students’ satisfaction at the tertiary level. EFL students’ course learning mediates the relationship between EFL Teachers’ Feedback and EFL students’ satisfaction at the tertiary level. This study recommends that EFL teachers should provide positive feedback because it enhances students’ course learning and satisfaction. Limitations and directions for future research have been discussed.