Abstract The purpose of the present study is to investigate how teachers create different proficiency level male and female learners’ motivation and self-efficacy beliefs in vocabulary learning through different corrective feedback types. A total of 130 intermediate to upper-intermediate EFL learners participated in the study, 70 (males=28, females=42) of whom received summative feedback (N=35) and formative feedback (N=35) and the other 60 learners (males=25, females=35) were exposed to norm-referenced (N=30) and self-referenced feedback (N=30) types. The results showed that participants in the self-referenced and formative feedback groups experienced an enhancement in their self-efficacy and motivation compared to the norm-referenced and summative feedback group learners. However, the impact of gender and level of proficiency of the learners on evaluative feedback types was found as non-significant
