This study will investigate the most efficient way of giving and receiving formative feedback. There will primarily be a focus on whether verbal formative feedback or written formative feedback is found to be more efficient by teachers and students. Furthermore, the study will also investigate if formative feedback is motivating for L2 learners. The purpose of our area of interest is that there is little research done on verbal and written approaches to formative feedback. Moreover, the educational authorities in Sweden claim that formative feedback can have little to no impact at all and in some cases even negative effects, which we find to be problematic. This research study is done on secondary school students in grades 7-9. Our findings included in the results section include eight primary sources with a focus on our area of interest. The findings indicate that a verbal approach to formative feedback is highly appreciated by students and teachers, because of its effectiveness. Our findings show that verbal formative feedback can highlight students' strengths and weaknesses. Additionally, it is efficient as it explains misunderstandings and is understood by the learners. To conclude, formative feedback has a twofold aim, on one hand, it motivates students and on the other hand, it is efficient for assigning grades.