<![CDATA[Motivation is a key determinant of success in second language (L2) learning, yet it often declines due to negative affective experiences such as anxiety and frustration. This study aims to examine the role of affective feedback—encompassing emotional support, sincere praise, and empathetic responses to learners' feelings—in enhancing L2 learning motivation. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 64 intermediate-level English learners divided into two groups. The experimental group received affective feedback over ten learning sessions, while the control group received only conventional corrective feedback. Motivation data were collected using an adapted version of the L2 Motivational Self System questionnaire (Dörnyei, 2009) and analyzed via ANCOVA. The results revealed a statistically significant increase in motivation (p < 0.05) in the experimental group compared to the control group, particularly regarding the "ideal L2 self" and "L2 learning experience" dimensions. Qualitative findings from learners' reflective journals further indicated that affective feedback reduced language anxiety, fostered psychological safety, and strengthened their self-identity as L2 users. Thus, the study concludes that integrating affective feedback into pedagogical interactions plays a crucial role—serving not merely to correct errors but also as an affective stimulus that internalizes learning motives. Consequently, language educators should cultivate socio-affective competencies to provide humanistic and personalized responses, thereby creating a resilient learning ecosystem centered on learners' psychological well-being.]]>
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