Classroom evaluation plays a critical role in shaping students’ learning experiences, influencing not only their academic performance but also their motivation and engagement. In the context of primary Chinese language learning, oral feedback and written comments are two prevalent evaluation methods. This paper explores how these different types of feedback impact students’ motivation, learning outcomes, and participation. By comparing the immediacy of oral feedback with the systematic nature of written comments, this study seeks to provide insights into how educators can utilize classroom evaluations more effectively to foster motivation in Chinese language learners. The findings indicate that both feedback methods have unique strengths, and a balanced approach may optimize learning outcomes.