The present study investigates the attitudes of students towards teacher feedback as a means of enhancing their learning progress in English Language Teaching (ELT) classrooms. In this case study, 28 students participated (N = 28; 20 female and 8 male; age = 21). The study methodology is quantitative and analyzed using a Likert scale. The author of the study conducted a questionnaire and interview to gather the data. The respondents have positive attitudes towards teacher feedback. The result of the survey shows the importance of providing 1) individual, 2) clear, 3) motivational, 4) written and oral (dialogue-driven), 5) corrective, and 6) constructive feedback for learners’ future progress in their learning process. Besides, the effectiveness of giving feedback for productive skill tasks and activities was also identified from the collected data. While feedback is intended to be constructive and supportive, students’ attitudes can often hinder its effectiveness and potentially hi.....

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