| Summary: | The use of feedback as a pedagogical tool in the acquisition of a foreign language has been studied
with growing interest in recent years. Much has been written about the use of feedback in
educational environments, as well as the reasons why feedback is an effective tool in promoting
student’s autonomy and linguistic development. This article seeks to contribute to clarify how the
proper use of the teacher’s feedback and the student's self-efficacy beliefs are crucial to the
development of a foreign language acquisition. However, there is still a major necessity to
establish the relation between receiving proper and consistent feedback and student’s selfefficacy
beliefs. This is a significant gap, since both the teacher’s point of view and the student’s
self-efficacy beliefs will decisively influence the effective use of this pedagogical tool.
|
|---|