Experienced EFL teachers’ beliefs about feedback on student oral presentations

Abstract

Although a number of studies have examined EFL teachers’ beliefs of feedback on student writing, few have investigated teachers’ feedback beliefs about student oral activities like oral presentations. To fill this research gap, this study explores three experienced EFL teachers’ beliefs about feedback on oral presentations in terms of the nature, focus, interpersonal functions, strategies and source of teacher feedback. Using semi-structured interviews and classroom observations, this study identified six major beliefs about feedback on student oral presentations and provided implications regarding how EFL teachers provide effective feedback to enhance student performance in oral presentations.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 22 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.