"The Effect of Feedback on English Listening Competence and Learning Motivation: Focused on Ipsative vs. Norm-Referenced Feedback"

The present study investigated the effect of two types of feedback ― ipsative and norm-referenced ― on English listening skills and learning motivation among first-year Korean university students. A total of 48 students, enrolled in a compulsory liberal arts English course, were divided equally into experimental and control groups. The experimental group received ipsative feedback, which emphasizes self-improvement by comparing current outcomes to previous performances, thereby fostering self-competition and growth. The control group received norm-referenced feedback, measuring individual achievements against group average or peer performances. Although both groups showed significant improvements in listening skills, the differences between them were not statistically significant. However, the study revealed a significant overall increase in motivation levels from pre to post-experiment in both groups, with the experimental group showing a notably higher increase in motivation compared to the controlled group. This suggests that ipsative feedback may be more effective in enhancing students' learning motivation in an EFL educational setting. (Kongju National University)