WHAT KIND OF FEEDBACK DO I GIVE MOST OFTEN DURING SPEAKING ACTIVITIES?

Abstract

This article explores the kinds of feedback most often used during speaking activities in English lessons and how these feedback strategies influence students’ participation and confidence. In foreign language classrooms, teacher feedback plays an important role in helping learners improve their speaking skills, express ideas more freely, and feel comfortable during communication. The way teachers respond to students’ mistakes or answers can either motivate learners to continue speaking or make them feel nervous and insecure. 

The research was carried out during teaching practice through classroom observations, questionnaires, and reflective notes. Both qualitative and quantitative methods were used to better understand students’ reactions to different types of feedback. The results showed that supportive and encouraging feedback was used more frequently than strict correction during speaking tasks.

The study also found that constructive feedback helped reduce speaking anxiety and created a friendlier classroom atmosphere. At the same time, excessive correction and constant interruption negatively affected some learners’ fluency, concentration, and willingness to participate in speaking activities. The findings suggest that teachers should balance correction with emotional support in order to create effective and motivating speaking environments for language learners.