Aims of the study
This study explores the feedback methods utilized by English teachers at VCU during oral presentations given by second-year English major students It also assesses how effectively these feedback types enhance students' oral presentation skills, based on students' perceptions.
With a view to achieving the aims of the study, the research questions will be addressed as follows:
1 What types of feedback are mainly used by teachers of English at VCU when their second year English – major students make oral presentations?
2 How do those types of feedback contribute to the improvement of oral presentation skills of the second year English – major students as perceived by students?
Scope of the study
This minor thesis acknowledges the constraints of limited time and experience, which prevent a comprehensive discussion of all facets of teacher feedback Instead, the research specifically aims to identify the types of feedback provided by teachers at VCU.
This article explores the experiences of English major students during their speeches, aiming to uncover how teachers respond to these presentations It highlights the effectiveness of various feedback types in enhancing students' presentation skills The findings will offer valuable insights and suggestions for improving teacher feedback, ultimately helping students leverage this feedback to refine their oral presentation abilities.
Method of the study
In order to realize the aims, this study employs both qualitative and quantitative research methods:
A survey was conducted among 126 second-year English major students at Vietnam University of Commerce to gather their insights on the types of feedback received from teachers The study aimed to evaluate the effectiveness of these feedback methods in enhancing students' oral presentation skills.
Interviews were conducted with 10 students in order to explore further issues being investigated.
Design of the study
This study has three parts: Part A – Introduction, Part B – Development including literature review, methodology, findings and discussions and Part C – Conclusion
The introduction part presents the rationale, aims and scope of the study, method of the study and organization of the study
The literature review chapter conceptualizes the framework of the study through the discussions of issues and ideas on theories of oral presentation and feedback
The methodology chapter includes situation analysis, data collection instruments and data analysis
The findings and discussions chapter indicates the results of the study, from which major findings and some discussions are revealed
The conclusion part at the end gives a summary of the main issues that have been discussed so far in the study and suggestions for further research
LITERATURE REVIEW 1.1 Oral presentation 1.1.1 Definitions and characteristics
Oral presentation organization
A number of researchers on oral presentation share the opinion that an oral presentation consists of three main parts: the introduction, body and conclusion (see
An effective introduction serves as a roadmap for your presentation, guiding the audience on what to expect According to the learning centre of New South Wales University, it is crucial to capture the audience's attention and stimulate their interest right from the start While it should be concise and informative, a well-crafted introduction provides a preview of the presentation, setting the tone for what follows.
The purpose of a presentation includes outlining key points and providing essential background information or definitions of terms According to Lewis & Reinders (2003:95), it is important to specify when the audience can ask questions, whether during the presentation or at its conclusion.
To effectively engage your audience, begin by developing a well-structured body that presents main points, examples, and evidence in a clear and understandable manner Organize the information using principles such as chronological order, thematic arrangement, or order of importance The presenter’s role is to inform, persuade, or entertain, making an engaging and lively presentation crucial Incorporate personal experiences, relevant examples, factual evidence, illustrations, visual aids, and humor to enhance interest As Gigliotti (1995) suggests, even the most important content loses impact if it fails to capture attention Utilizing graphic illustrations and visual aids not only clarifies your message but also adds vibrancy, making it easier for your audience to remember your presentation, as the saying goes, “A picture is worth a thousand words.”
The conclusion of a presentation is a crucial summary of the main points discussed, leaving a lasting impression on the audience and reinforcing the key takeaways This final section should not introduce new information, but rather reinforce the points outlined in the introduction, ensuring a cohesive and comprehensive presentation A dynamic conclusion is essential, as it enables the key points to be remembered, and provides an opportunity for the presenter to offer remarks or recommendations for further consideration, ultimately leaving a significant and lasting impact on the audience.
Teaching oral presentation skills
This literature review highlights the contributions of esteemed scholars, researchers, and educators in the field of teaching presentation skills, showcasing their valuable theories and insights that are widely recognized and appreciated.
Oral presentations serve to enhance learners' fluency and boost their confidence in speaking (Underhill, 1987; Vo, 1994) They offer numerous benefits, such as bridging the gap between language theory and practice, integrating four language skills, promoting group work, and fostering student autonomy in learning and communication However, students often face challenges in delivering effective speeches, as noted by Brown and Yule (1983), who highlight that conversational skills do not necessarily translate to successful presentations, which require a coherent structure to aid listener comprehension To address this, teachers should incorporate less formal situations or mini-presentations into their teaching schedule, allowing students to present daily with the aid of notes and visual tools while avoiding reading aloud At the conclusion of each presentation, students must respond to audience questions, and teachers are advised to refrain from intervening throughout the process Selecting relevant topics that align with program goals and student needs is crucial, ensuring they introduce new information or perspectives while being suitable for the audience's age and abilities to foster engagement and a positive classroom environment.
Vo (1994) recommends that teachers provide topics for oral presentations and allow students ample preparation time before class The suggested procedure for conducting these presentations includes clear guidelines to ensure an effective and organized experience for both students and educators.
1 At the beginning, let students know that all of them will have chances to speak in front of the class
2 Put up a large calendar so that students can choose the date they prefer
3 After the break of every class session, have one student come forward and speak about his/ her topic
4 The teacher sits in the audience during the speech
5 Time limit for each student should be about five minutes
6 Let other members of the class raise their questions and comment until the speaker has finished (if the presenter has difficulty in answering the audience questions, the teacher and other students can help)
7 After each speech, give the speaker some feedback (it is highly recommended that compliments should come before criticism in order not to discourage the speaker)
Confidence is essential for effective oral presentations, as a lack of it can lead to student stress and nervousness (Jane King, 2002) To foster this confidence, teachers should encourage students to move away from detailed-oriented learning strategies and focus on organizing main ideas and creating coherent outlines, while also grasping the general understanding of the material Additionally, teachers can help alleviate students' fears of making grammatical and pronunciation errors by assuring them that mistakes will not affect their grades The teacher's role encompasses organizing groups, assisting with topic selection, guiding research, instructing on the use of visual aids, providing constructive feedback, and evaluating student performance.
Teaching oral presentation skills poses a significant challenge for educators, as they must assume multiple roles simultaneously Nevertheless, with careful planning and effective teaching methods, along with constructive feedback, oral presentations can transform into valuable and enjoyable experiences for students.
Feedback 1 Definitions of feedback
Feedback plays a crucial role in learning, serving multiple purposes such as assessing student achievement, developing skills, and boosting motivation and confidence (Hyland, 2000) It encompasses any communication that informs learners about the accuracy of their responses to instructional questions (Carter, 1984; Sales, 1993) Furthermore, feedback facilitates the comparison between actual performance and established performance standards (Johnson & Johnson, 1993), aligning with Ramapsasad’s widely referenced perspective in educational literature (1983:4).
Feedback is essential in education, defined as the information regarding the disparity between a learner's actual performance and the expected standard It can be delivered orally or in writing and serves to inform learners about their progress while highlighting areas for improvement In higher education, feedback is a crucial component of teaching and learning activities, providing insights into a learner's performance with the aim of enhancing it It consists of two main elements: assessment, which indicates how well or poorly a learner has performed, and correction, where teachers offer specific guidance and alternative strategies Ultimately, feedback is a teacher's response to students, playing a vital role in their educational development.
“assistance mechanism, a key factor for successful learning, offering support to the learning process”
There remains argument about whether a feedback should contain judgement or not Ur (1996:243) finds the opinion that teacher feedback should be “non - judgemental”
Feedback is essential for promoting student learning, as it inherently involves judgment However, educators should focus on delivering constructive and positive feedback to foster improvement rather than negative criticism Robert (2003) emphasizes that feedback should solely serve as a foundation for enhancement, highlighting the importance of clarity in distinguishing it from detrimental critiques.
Effective feedback should differentiate between the individual, who is always valued, and specific actions or work that may be critiqued Regardless of the quality of an oral presentation, it is essential to respect our shared humanity As Weaver (2006) notes, unhelpful feedback often consists of vague comments that do not align with assessment criteria, lack guidance, and focus excessively on negatives Most researchers agree that feedback should not merely serve as a correction tool; it should also motivate students in their learning journey Therefore, teacher feedback should be grounded in facts rather than beliefs, assumptions, or personal opinions.
Feedback is a continuous and interactive process that originates from various sources, including teachers, peers, parents, and friends, as noted by Kouritzin and Vizard (1999) It can take multiple forms, such as grades, comments, error corrections, body language, facial expressions, conversations, and self-evaluations, and may be delivered through spoken, written, audio, or video formats This study specifically examines the types of feedback employed by teachers in the classroom and their impact on enhancing students' oral presentation skills.
1.2.2 Types of teacher feedback on oral presentation
Various researchers, including Gattullo (2000), Harmer (2001), Dweck (2000), and Hattie & Timperley (2007), emphasize the critical role of teacher feedback in enhancing student learning However, these scholars offer diverse classifications of feedback types, reflecting differing perspectives on its impact and application in educational settings.
Gattullo (2000) and Harmer (2001) categorize feedback into three main types: corrective, evaluative, and strategic Corrective feedback is designed to help learners identify and rectify their errors, focusing on the accuracy of their responses Evaluative feedback, commonly used in second and foreign language classrooms, assesses students' performance by providing judgments on their work Lastly, strategic feedback encourages students to independently address their mistakes, with teachers offering guidance on how to enhance their performance.
Llinares (2005) identifies two primary types of feedback in educational contexts: interactional feedback and pedagogic feedback Interactional feedback encompasses expressions of agreement, disagreement, and acknowledgment, where the teacher affirms the content without addressing errors, thereby facilitating the continuation of the conversation and enhancing students' linguistic production In contrast, pedagogic feedback is characterized by the teacher's evaluative comments aimed at correcting and assessing students’ performance, which includes providing both positive and negative evaluations, correcting mistakes, offering hints for correct answers, and encouraging student responses.
Sutton (1997) and Stobart (1993) categorize feedback into descriptive and evaluative types, emphasizing that descriptive feedback highlights strengths to foster growth, suggests improvements for underperformance, and provides actionable insights for learners, thereby positively impacting their learning In contrast, evaluative feedback compares a learner's performance to others or established standards Similarly, Tunstall and Gipps (as cited in Knight, 2003:44) identify eight feedback types, with descriptive and evaluative feedback each containing four subcategories Descriptive feedback encompasses specifying attainment, constructing achievement, specifying improvement, and outlining developmental pathways.
Evaluative feedback, as defined by Tunstall and Gipps (1996), can be categorized into rewarding (positive) and punishing (negative) types, influencing student motivation and focus Task-involving feedback directs students' attention to mastery and improvement, while ego-involving feedback emphasizes external rewards or punishments, affecting self-worth and comparison Although evaluative feedback can be positive or negative, descriptive feedback is inherently positive It's important to note that the distinction between evaluative and descriptive feedback lies in the degree of their presence rather than a clear-cut separation, often resulting in overlapping characteristics.
Research by McNamara (1999) and Ayoun (2001) highlights that a teacher's oral feedback can significantly influence students' attitudes towards learning, with feedback being classified as either positive or negative Positive feedback indicates the teacher's interest in student performance, which can motivate and encourage learners Conversely, negative feedback may convey the teacher's dissatisfaction or frustration, potentially leading to feelings of punishment among students.
This study analyzes the feedback provided by VCU teachers on students' oral presentations, categorizing it into three types: corrective, evaluative, and strategic, based on the frameworks established by Gattullo (2000) and Harmer (2001) The research aims to investigate how each type of feedback influences the development of students' oral presentation skills Subsequently, the effects of teacher feedback on enhancing these skills will be discussed.
Effects of teacher feedback on improving students’ oral presentation skills
Effective feedback plays a crucial role in enhancing learner improvement, but its type and delivery method are essential for achieving desired outcomes According to Askew (2000), as referenced in Terése (2005), seeking feedback invites potential criticism, which can be challenging for many individuals to accept Terése (2005) argues that a dominating attitude in feedback can lead students to become defensive, hindering their ability to listen and process the information Her research in an upper secondary school revealed that oral feedback is particularly beneficial for students learning English as a foreign language, as it addresses pronunciation, grammar, vocabulary, context, sentence structure, and verb forms Importantly, students emphasized that feedback should be communicated positively, even when it is critical, to prevent feelings of embarrassment or insult.
A study by Nugrahenny (2007) reveals that Indonesian students generally prefer teacher feedback, recognizing its influence on their grades Students are particularly responsive to explicit comments and benefit when teachers use simple language and familiar terms in their feedback.
Feedback is essential in education, serving multiple purposes such as recognizing, correcting, encouraging, challenging, and enhancing student performance (Dinham, 2008) It plays a crucial role in keeping students on track and aids in classroom management However, negative feedback can hinder student motivation and achievement, sometimes proving more detrimental than no feedback at all (Hattie & Timperlay, 2007) Effective feedback must be equitable, constructive, and instructive, ensuring it does not harm feelings or undermine confidence (Dinham, 2008) Additionally, feedback on speeches provides valuable insights into audience reactions, guiding speakers for future improvements and fostering their enjoyment of public speaking (Book, 1983).
Moreover, Tsui (1995) as cited in Ribas (2010) states that teacher’s feedback, apart from evaluating and providing information related to students’ responses, has many other
Teacher feedback plays a crucial role in the classroom, as it acknowledges students' responses and offers personal comments Without feedback, students may feel uncertain about the quality of their answers, indicating a potential issue Al Fahdis (2005) supports Tsui's view that providing feedback is essential for teachers, significantly influencing learners' experiences The manner in which teachers respond to students can greatly affect their attitudes toward the subject, highlighting the importance of effective feedback in fostering a positive learning environment.
Lynch and Maclean (2003) explored the impact of explicit teacher feedback on the spoken language performance of advanced English learners in the Netherlands, focusing on prepared presentations The findings revealed that the majority of participants demonstrated significant improvements in their language skills.
The study highlights the importance of learner awareness in language use, particularly in response to teacher feedback, which leads to improvements in language performance In a short English course for Medical Congress, 21 out of 24 participants reported enhancements in pronunciation, while 8 noted improvements in grammar, and 2 experienced gains in fluency and speaking confidence The researchers emphasize the value of feedback in speaking skills courses, suggesting that written feedback on spoken performance, combined with recordings, enhances accessibility and effectiveness for both teachers and learners.
Teacher feedback plays a crucial role in student development by highlighting their strengths and identifying areas for improvement When feedback on presentations is constructive, frequent, and detailed, it becomes a valuable tool for enhancing students' presentation skills By ensuring that feedback is learning-focused and aligned with desired outcomes, educators can significantly contribute to their students' growth and success.
METHODOLOGY 2.1 Situation analysis 2.1.1 Context of the study
Subjects of the study
The study focuses on 126 second-year English-major students at VCU, primarily around twenty years old and hailing from various regions of Vietnam, including both rural and urban areas These students have a minimum of three years of English study and are nearing completion of their second year in Commercial English, making them familiar with VCU's teaching methods Due to time constraints and the researcher's limited experience, a random sample of individuals was deemed impractical Instead, the researcher opted to randomly select entire classes or groups for the investigation, ensuring that participants come from diverse English classes and are instructed by different English teachers, while also engaging in general subjects taught in Vietnamese, such as macroeconomics and contrastive linguistics.
Data collection instruments
This study employs both quantitative and qualitative methods to provide a comprehensive understanding of teacher feedback in English instruction Quantitative analysis identifies the primary feedback types utilized by teachers for second-year English majors at VCU, while qualitative insights reveal how these feedback methods enhance students' oral presentation skills.
Employing a qualitative approach is essential in this context, as it enables a deeper understanding of students' experiences Interviews, in particular, offer a valuable qualitative tool, allowing participants to selectively share, reconstruct, and elaborate on specific details of their experiences This approach provides unique insights into students' emotions, thoughts, and opinions, uncovering aspects that may remain undetected through quantitative methods alone.
This study utilizes two research instruments—questionnaires and interviews—to gather data Quantitative data is obtained through self-report questionnaires, while qualitative data is collected via semi-structured interviews The questionnaire is divided into three sections, which will be elaborated on in detail.
Part 1 : This part is the questionnaire about students’ perception of oral presentation skills and teachers’ feedback Questions 1, 2, 3, 4 are designed to find out students’ attitude towards oral presentation skills Questions 5, 6, 7, 8 are used to detect students’ attitude towards teachers’ feedback
Part 2 : This part includes 10 statements about the frequency of teachers’ using three kinds of feedback namely corrective feedback (statements 1, 2, 3, 4), evaluative feedback (statements 5, 6, 7, 8) and strategic feedback (statements 9, 10) in English speaking class
Part 3 : This part focuses on the effectiveness of the three kinds of feedback mentioned above Of which, statements (1, 2, 3, 4) mention the effectiveness of corrective feedback, statements (5, 6, 7, 8) estimate the effectiveness of evaluative feedback and the two statements (9, 10) investigate the effectiveness of strategic feedback
Table 1: The layout of students’ questionnaire
Part 1 Students’ attitude toward oral presentation skills
Students’ attitude toward teachers’ feedback
Part 2 Frequency of corrective feedback S (1, 2, 3, 4)
Frequency of strategic feedback S (9, 10) Part 3 Effectiveness of corrective feedback S (1, 2, 3, 4)
Effectiveness of evaluative feedback S (5, 6, 7, 8) Effectiveness of strategic feedback S (9, 10)
The researcher conducts semi-structured interviews with 10 students who completed the questionnaire to gather in-depth insights into how teachers' feedback influences the enhancement of students' oral presentation skills.
Data analysis
The questionnaire was initially piloted with a small group of 10 students to assess its validity and reliability Following revisions, it was distributed to 150 students one month before the end of the 2011-2012 school year, resulting in 126 completed responses The researcher then analyzed the data using DCOUNT, AVERAGE, and SUM functions to classify and quantify the results.
The researcher conducted interviews with 10 selected students from the questionnaire respondents, identifying three who valued corrective feedback, three who preferred evaluative feedback, and four who leaned towards strategic feedback Each interview was documented, and the responses were typed and printed for analysis The researcher subsequently assessed the frequency of each feedback type used by teachers and its impact on enhancing the students' oral presentation skills The upcoming chapter will present the findings and discussions related to these insights.
FINDINGS AND DISCUSSIONS 3.1 Findings 3.1.1 Teachers’ use of feedback on students’ oral presentation
Discussions 1 Students’ attitude toward oral presentation skills and teacher feedback
3.2.1 Students’ attitude toward oral presentation and teacher feedback
A recent survey revealed that 90.5% of participants believe oral presentation skills are essential in their speaking classes Among them, 47.6% attribute this necessity to the preparation it provides for their future professional careers, while 31% recognize that oral presentations enhance their speaking abilities through practice Additionally, 19% of students consider oral presentations necessary due to their inclusion in the university's speaking syllabus Interviews with students further elaborate on these findings.
Delivering speeches in front of an audience enhances my confidence and persuasive abilities, essential skills for any future job I pursue.
Preparing for a presentation requires extensive reading to gather relevant information, which not only enhances my knowledge but also improves my reading skills.
A significant challenge faced by students during presentations is nervousness and a lack of confidence, reported by 33.8% of respondents This is closely followed by 32.3% who struggle with body language, including eye contact and facial expressions Additionally, 18.5% find it difficult to vary their voice effectively, while 15.4% have trouble addressing audience questions To combat these issues, particularly the prevalent lack of confidence, educators should provide encouraging feedback and minimize criticism The primary reason for these challenges, identified by 61.9% of students, is low English proficiency Furthermore, 23.8% of students express low motivation, and 9.5% attribute their difficulties to inadequate teaching on effective oral presentation skills.
To effectively enhance students' English proficiency, teachers should not only focus on improving language skills but also foster motivation and enthusiasm for learning By creating engaging and interesting lessons, educators can inspire students to actively participate in speaking activities, leading to a more dynamic and enjoyable learning experience.
A significant 78.6% of students express that they feel encouraged by teacher feedback on their oral presentations, reflecting a generally positive attitude towards such evaluations In contrast, only 4.8% report feeling discouraged, highlighting the effectiveness of feedback in fostering student motivation Interviews further support these findings, providing deeper insights into students' perceptions of teacher feedback.
Entering VCU without prior experience speaking English in high school posed significant challenges for me, particularly in making presentations Fortunately, my teacher provided invaluable support through constructive feedback, which made oral presentations much more manageable and less daunting.
Receiving feedback from my teacher after a presentation is crucial for understanding my performance and identifying areas for improvement Without their comments, I risk repeating the same mistakes, hindering my growth Therefore, I am motivated to seek constructive criticism to enhance my presentation skills effectively.
Many students experience shame due to teachers' feedback that can be face-threatening, with 7.1% expressing this concern While 59.5% of participants acknowledge the effectiveness of their teachers' feedback, they also find it lacking in depth Some students perceive the feedback as vague and unclear, highlighting the need for teachers to recognize the potential harm of providing inappropriate and confusing feedback.
Experiencing criticism from my teacher in front of classmates has led to feelings of shame and a loss of confidence This constant scrutiny makes me apprehensive about giving presentations, as I fear making mistakes and facing further criticism.
The questionnaire results indicate that 66.7% of students prefer feedback from teachers on their speech delivery, focusing on aspects like hand gestures, body movement, facial expressions, and eye contact In contrast, only 19% value comments on the accuracy of their target language, suggesting that students prioritize the importance of non-verbal communication in effective presentations Additionally, none of the participants favor receiving grades without accompanying feedback, viewing such an approach as irresponsible and lacking enthusiasm.
Most students recognize the significance of oral presentation skills and hold a positive view towards both the practice of presenting and receiving feedback from teachers They understand that teacher feedback plays a crucial role in enhancing their overall learning and specifically in improving their oral presentation abilities.
3.2.2 Teachers’ feedback and its effectiveness on improving students’ oral presentation skills
The research findings highlight the significant impact of teachers' feedback on enhancing students' presentation skills, with strategic feedback emerging as the most effective type This is followed by corrective and evaluative feedback Surprisingly, strategic feedback is often undervalued and not recognized for its influential role In this section, the researcher will explore the effectiveness of different types of feedback, ranking them from most to least effective.
Strategic feedback is frequently used and highly regarded by VCU students as the most effective form of teacher feedback for improving oral presentation skills This study indicates that strategic feedback significantly enhances the presentation abilities of second-year English majors, contrasting with Gattullo’s findings that evaluative feedback is more prevalent in language classrooms Despite its effectiveness, there is a noticeable gap between the frequency of strategic feedback provided by teachers and its impact on student performance, with 89.2% of respondents recognizing the value of specific guidance post-presentation However, only 54.8% feel that teachers consistently assist them in overcoming mistakes and improving The limited use of strategic feedback may stem from the time and effort it requires from educators Nonetheless, given its proven effectiveness, VCU English teachers should prioritize strategic feedback and adjust their teaching methods accordingly to enhance student outcomes.
A study reveals that 72.6% of participants believe their teachers’ corrective feedback is effective, highlighting its role in identifying errors through implicit or explicit correction Many students acknowledge that this feedback significantly enhances their oral presentation skills, as it emphasizes accuracy alongside fluency However, only 29.2% report receiving corrective feedback consistently, indicating a substantial gap between its effectiveness and frequency This low rate may stem from teachers’ concerns about discouraging students through corrections, despite evidence suggesting that students generally appreciate constructive feedback Interviews indicate that many students at VCU lacked opportunities for speaking practice in high school and recognize the importance of oral presentations for their future careers, making timely teacher corrections essential for mastering this challenging skill.
Recommendations
A recent investigation revealed that second-year English majors at VCU exhibited a positive attitude towards teacher feedback and recognized the significance of oral presentation skills for their future careers While most students found the feedback encouraging and beneficial for improving their presentation abilities, it was noted that the feedback did not fully align with their needs and expectations To achieve better outcomes, teachers should balance the frequency of different types of feedback during speaking lessons, considering the impact of each type on oral presentation skills Notably, students expressed a strong preference for strategic feedback, indicating a desire for teachers to provide advice and strategies while allowing them to correct their own mistakes.
A study at VCU found that second-year English majors value teachers' corrections for improving their speaking skills However, teachers should avoid correcting every mistake or interrupting students during their speech, as this can lead to discouragement and hinder communication Instead, it is recommended that teachers take notes during oral presentations and address errors afterward Additionally, focusing on mistakes without identifying the student who made them and encouraging peer correction can be beneficial for the learning process.
Teachers at VCU often provide evaluative feedback that includes negative commentary, which second-year English majors find ineffective; students prefer receiving encouraging remarks To improve this situation, it is suggested that teachers should balance their feedback by first highlighting students' strengths with compliments before addressing areas for improvement This approach not only reinforces what students are doing well but also guides them on how to enhance their presentation skills Additionally, many students identified a lack of confidence as a significant factor in their oral presentation failures, emphasizing the need for teachers to offer more encouragement Simple gestures like nodding or smiling during presentations, along with providing more praise than criticism, can significantly boost students' confidence and performance.
To enhance student presentations, teachers should utilize a structured observation feedback form that focuses on key areas such as body language, signposting, and audience engagement After each presentation, it is crucial for teachers to provide both verbal and written feedback, as students may not retain comments given only once Written feedback allows students to reflect on their performance and identify areas for improvement at home Furthermore, teachers must assist students in developing both linguistic and non-linguistic skills, as effective postures and body language—like eye contact and facial expressions—are vital for becoming persuasive and engaging presenters.
Incorporating peer feedback alongside teacher evaluations enhances the learning experience for students during oral presentations When students assess their peers, they engage more deeply and benefit from observing their classmates' experiences This active participation in peer evaluation not only keeps them interested but also solidifies their understanding of effective presentation techniques and processes.
Limitations and suggestions
Time constraints and the researcher's limited experience led to unavoidable limitations in this study The focus was primarily on survey questionnaires and interviews with students, resulting in findings that predominantly represent student perspectives on teacher feedback Engaging with teachers could have provided a more comprehensive understanding of the feedback process.
36 would be more objective Secondly, among 150 students who participated in the survey,
A total of 126 respondents completed the questionnaire, and a larger sample size could have enhanced the study's validity and clarity Additionally, while numerous theories exist for classifying teacher feedback, the researcher concentrated on the Gattullo and Harmer framework, which categorizes feedback into corrective, evaluative, and strategic types, thereby limiting the scope of the findings.
This research explores the impact of teacher feedback on enhancing the writing skills of English students at VCU, with a particular focus on feedback that encourages draft revisions in writing classes The findings underscore the importance of effective feedback in motivating students to improve their writing In future studies, the researcher aims to further investigate this critical aspect of writing instruction.
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48 Underhill, N (1987) Testing Spoken Language: A Handbook of Oral Testing Techniques, Cambridge, Cambridge University Press
49 Ur, P (1996) A Course in Language Teaching, Cambridge, Cambridge University
50 Van Emden, J & Becker, L (2004) Presentation Skills for Students, Palgrave
51 Vo, G (1994) New Ways in Teaching Speaking, “Speaking time”, In Baley, K.M &
52 Nguyen Thi Bich Van (2009) Investigating how to improve oral presentation skills for the second-year English majors of the department of foreign languages at Hung Yen University of Technology and Education, University of Language and
53 Weaver, M.R (2006) “Do Students Value Feedback? Student Perception of Tutors’ Written Responses”, Assessment and Evaluation in Higher Education, 31, 3, 379-394
54 Ypsilanddis, G (2002) “Feedback in Distance Education”, Computer assisted language learning, 15, 2, 167-181
This survey aims to investigate the impact of teacher feedback on enhancing oral presentation skills Your participation in this research is invaluable, and rest assured that your responses will remain anonymous in any analysis of the data.
I In completing these questions, please choose the answer by circling the letter next to your choice or expressing your ideas in the blanks
1 How necessary do you think it is to learn oral presentation skills in your speaking class?
2 What do you think is the reason for that necessity? (You can choose more than one)
A Making oral presentations is one of the requirements in the university’s syllabus for speaking
B Speaking skill is well – practiced through doing oral presentations
C It’s a good way to evaluate one’s ability in speaking
D It is for us to prepare for our professional ways of working in the future
3 In what way do you find delivering a presentation difficult? (You can choose more than one)
A I cannot make a good voice variation (with stress & intonation)
B I am not good at using body language such as eye contact, facial expression, and hand gestures
C I feel nervous in front of the audience
D I do not know how to handle with the audience’s questions
4 What do you think are the reasons for such difficulties? (You can choose more than one)
A Our English proficiency is quite low
B Giving oral presentations is new to us
D It’s our teacher that fails to teach us what a good oral presentation should be
5 In what way do you like your teacher to give feedback on your oral presentations?
A Teacher interrupts students’ speeches to point out errors
B Teacher waits until students finish their presentation, points out the errors and corrects them
C Teacher waits until students finish their presentation, points out the errors and asks students to correct them
D Teacher gives a mark along without any comments or feedback
6 How do you assess your teacher feedback on your oral presentations?
7 What would you like your teacher to comment on your oral presentations?
A The content of your presentations
B The design of your presentations
D Your manner of delivery (hand gestures, posture, facial expression, eye contact, volume…)
8 How do you feel when your teacher gives feedback to your oral presentations?
C feel ashamed because teacher feedback makes you lose face
II The following table is types of feedback that your teachers may use to respond to your presentations in English lessons Please put a tick (v) in the column to give your opinion
Never Seldom Sometimes Often Always
No Types of teachers’ feedback 1 2 3 4 5
1 Your teacher helps you notice and correct mistakes yourself
2 Your teacher directly corrects your mistakes
3 Your teacher clarifies your utterance by asking questions like “what do you mean by…?” or “Excuse me?”
4 Your teacher draws your attention to mistakes by repeating your mistakes with a change in intonation
5 Your teacher criticizes you when you make mistakes
6 Your teacher gives comments/explanation for her mark on your presentation
7 Your teacher compliments on your good performance
8 Your teacher indicates to what extent your performance is good or not
9 Your teacher gives you advice on how to improve your performance
10 Your teacher suggests ways to help you overcome mistakes yourself
III How effective is your teachers’ feedback on oral presentation skills? Please put a tick (v) in the column to give your opinion
No Teachers’ feedback Very effective Effective Not
1 Your teacher helps you notice and correct mistakes yourself
2 Your teacher directly corrects your mistakes
3 Your teacher clarifies your utterance by asking questions like “what do you mean by…?” or “Excuse me?”
4 Your teacher draws your attention to mistakes by repeating your mistakes with a change in intonation
5 Your teacher criticizes you when you make mistakes
6 Your teacher gives comments/explanation for her mark on your presentation
7 Your teacher compliments on your good performance
8 Your teacher indicates to what extent your performance is good or not
9 Your teacher gives you advice on how to improve your performance
10 Your teacher suggests ways to help you overcome mistakes yourself
Thank you for your cooperation!