Although substantial research has examined how teachers respond to students’ linguistic errors, the motivational influence of feedback practices in foreign language education has received relatively little attention. Drawing on recent feedback theories of educational assessment (e.g., Hattie & Timperley, 2007; Carless, 2017) and second language acquisition (e.g., Bitchener & Storch, 2016; Ferris, 2007, 2010; Lyster & Ranta, 2013; Yu & Lee, 2016), this study investigates what feedback practices university English as a foreign language (EFL) students experience, and how the feedback experiences relate to their motivation in learning English. Four hundred and seventy four (n=474) second-year students in the English language education program of four universities in China participated in the study. Data analysis shows four types of classroom feedback: 1) learning process-oriented; 2) teacher oral corrective; 3) teacher written evaluative; and 4) student selffeedback. Whereas participants reported teacher oral corrective feedback and written evaluative feedback as most frequent, student selffeedback and learning process-oriented feedback proved to be the best predictors of students’ success as well as reinforcing positive attitudes towards English language instruction. The results suggest that not all types of classroom feedback practices are equally influential. The findings have important implicationsfor EFL teachers who may innovate effective feedback to enhance student learning motivation in EFL classrooms.