VietTESOL International Convention 2026

Oral corrective feedback plays a central role in enhancing learners’ speaking proficiency in English as a Foreign Language and Second Language classrooms. However, mismatches between teachers’ feedback practices and students’ expectations may reduce the effectiveness of speaking instruction. This study investigates teachers’ and students’ perceptions regarding oral corrective feedback in speaking classes at a public upper-secondary school in Hanoi, Vietnam. Using an explanatory sequential mixed-methods design, data were collected through questionnaires from 10 teachers and 100 students, followed by semi-structured interviews. The findings reveal both similarities and differences between the two groups. While both teachers and students highly valued oral corrective feedback and preferred delayed correction to maintain speaking flow, students showed a stronger preference for direct and explicit feedback, particularly for grammatical errors. In contrast, teachers favored gentler, more implicit correction strategies, emphasizing pronunciation and fluency. Although teachers expressed concerns about correction’s negative effects on students’ confidence and anxiety, most students reported neutral or positive emotional responses when feedback was delivered appropriately. Additionally, contextual factors such as large class sizes, limited instructional time, and examination pressure significantly shaped teachers’ practices. This study provides pedagogical insights for developing more transparent, flexible, and learner-responsive oral corrective feedback practices in n English language classrooms.