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Teacher feedback to student oral presentations in EFL classrooms: A case study

Wang, B., Teo, T.ORCID: 0000-0002-7552-8497 and Yu, S. (2017) Teacher feedback to student oral presentations in EFL classrooms: A case study. Journal of Education for Teaching, 43 (2). pp. 262-264.

Link to Published Version: https://doi.org/10.1080/02607476.2016.1257507
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Abstract

Whilst much research has been conducted on teacher feedback in various teaching and learning contexts, little is known about how teachers give feedback on student oral presentations to enhance students’ oral communicative skills in second-language (L2) education. Drawing on data from semi-structured interviews, this case study investigated the methods used by an experienced Chinese teacher of English as a Foreign Language to provide feedback on student oral presentation tasks. Data analysis revealed that the teacher gave oral comments mainly on pronunciation, content and logical thinking, and focused on PowerPoint design in his written commentary. The analysis also revealed that the teacher used the specific pattern of ‘praise-criticism-suggestion’ to comment on the students’ oral presentations. Relevant pedagogical implications for L2 teacher feedback practices and teacher-education programmes are discussed in the paper.

Item Type: Journal Article
Publisher: Routledge as part of the Taylor and Francis Group
Copyright: © 2016 informa uK limited, trading as taylor & francis group
URI: http://researchrepository.murdoch.edu.au/id/eprint/46740
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