THE PEDAGOGICAL IMPORTANCE OF PRAISE AND FEEDBACK IN MOTIVATING YOUNG EFL LEARNERS

This thesis examines the pedagogical importance of praise and feedback in motivating young learners of English as a foreign language. The issue is relevant because young EFL learners need not only linguistic instruction, but also emotional support, encouragement, and constructive guidance during the learning process. Theoretical analysis shows that teacher praise and feedback can influence learners’ confidence, classroom participation, willingness to communicate, and attitude towards English lessons. The thesis emphasizes that praise should be sincere, specific, and effort-oriented, while feedback should be clear, constructive, age-appropriate, and focused on improvement.