Speaker
Description
In the context of increasing international integration, English-speaking competence has become essential for cadets to communicate professionally, access technical materials, and participate in international training programs. However, speaking remains one of the most challenging skills due to learners’ limitations in vocabulary, grammar, pronunciation, confidence, and opportunities for language use. Therefore, appropriate corrective feedback constitutes a significant factor in enhancing learners’ speaking performance and communicative competence. This study aims to identify common speaking errors made by cadets, examine corrective feedback strategies employed by lecturers, and evaluate the effectiveness of these strategies in speaking instruction. A mixed-methods approach combining qualitative and quantitative research methods was employed. Qualitative data were collected through classroom observations of five English lecturers and 184 cadets in five classes over a twelve-week period during the 2025–2026 academic year. Quantitative data were gathered through questionnaire surveys administered to lecturers and cadets and analyzed using SPSS 25. The findings reveal that lecturers frequently employed prompt-based and indirect corrective feedback strategies, particularly elicitation and metalinguistic feedback, to encourage learners’ self-correction. Errors affecting comprehensibility were prioritized over grammatical errors, reflecting a communicative approach to language teaching. The results also indicate that excessive direct correction may adversely affect learners’ confidence and disrupt communication flow. Based on the findings, the study recommends adopting learner-centered corrective feedback practices, promoting self-correction and peer correction, and providing professional development programs for lecturers on effective feedback strategies in speaking classes.
Keywords: Error correction techniques, language teaching, teaching strategies, speaking skill
Biography
Author 1: Ms. Nguyen Bich Ngoc graduated from University of Languages and International Studies, Vietnam National University in 2004. In 2008, she gained her master degree in TESOL. She got her PhD in 2023 majored in contrastive languages.
Since graduating, she has been working as a senior lecturer at the University of Fire Fighting and Prevention. Her academic interests focus on teaching English for Specific Purposes (ESP) and integrating technology into language teaching.
She has displayed a deep passion for various aspects of technology application, developing effective ESP curricula and applying innovative teaching methods to enhance student learning outcomes. Additionally, her research extends to the translation of English terminology.
She has delivered some presentations at international and national conferences.
Author 2: Ms. Nguyen Thi Thu Huyen earned her bachelor’s degree in English Language in 2015 and completed her master’s degree in English Language in 2023. She is currently a lecturer at the University of Fire Fighting and Prevention. Her academic interests include English for Specific Purposes (ESP), language teaching methodology, and technology-enhanced language learning.
She is particularly passionate about developing practical teaching materials, designing effective ESP courses, translating specialized English documents, and applying innovative teaching approaches to enhance the quality of English education at the University of Fire Fighting and Prevention.
She has published several articles in national journals and actively engages in academic research related to ESP teaching and language education.
| Affiliate type | University |
|---|