STUDENTS’ PERCEPTIONS TOWARDS PRAISE AS CLASSROOM COMMUNICATIVE REINFORCING DEVICE

Abstract

Fostering an active learning environment for students to become motivated and engaged in learning is essential in terms of both teaching and classroom management. The concerns how evaluative feedback used as praise hereafter affects students’ motivation in the classroom depend on the messages students receive from their teachers. This research was conducted on the effects of six different kinds of teachers’ praise on students’ cognition, involving 50 students and five instructors from three universities in Hanoi. The study was based on the case study with the data collected through observation and semi-structured interviews. The findings revealed that six types of teachers’ praise were perceived differently by students. The results would benefit educators to create an active and innovative setting for learning and teaching success.