Speakers
Description
In recent years, extensive research has focused on the use of teachers’ oral corrective feedback to help students improve their speaking skills, particularly from the perspectives of teachers or university students. However, little research has explored students’ perspectives, especially late-teen students at private language institutions. This study addresses this research gap by investigating late-teen students’ perceptions of the use of immediate and delayed feedback in IELTS speaking classes. Conducted in two Vietnamese private institutions, this study employed semi-structured interviews with 15 students, examining how immediate and delayed feedback impact their academic speaking performance. The findings indicate that while students value the instant clarity of immediate feedback, they also appreciate the opportunity for self-monitoring and the non-disruptive nature of delayed feedback. This highlights their innate expectation of respect in the classroom. Furthermore, individual preferences are influenced by learning styles, confidence levels, and prior exposure to teachers’ feedback techniques. Some students find immediate feedback particularly efficient when learning new lessons, as it facilitates retention. In contrast, delayed feedback is preferred when teachers review homework, allowing for students’ self-reflection. These findings suggest that a combination of both types of feedback may enhance speaking proficiency and learner engagement in IELTS preparation.
Keywords: self-monitoring, non-disruptive, confidence levels, engagement
Biography
Minh Dang - Nguyen is completing an M.A. in Applied Linguistics (TESOL). He is working as an English teacher and teacher trainer at Kien Van Language School. His research interests lie in educational psychology and language-teaching pedagogy.
Phuong Vy - Mai is a full-time language teacher based in Ho Chi Minh city, Vietnam. She is self-employed teacher, focusing on students at beginner level. As a teacher-researcher, she has attended several conference and given presentation at ThaiTesol 43rd. Her research interest includes students’ motivation and curriculum development
Truong Tien - Vo is a language teacher based in Binh Duong Province. He is a part-time teacher at Kien Van Language School, teaching primarily high school students in Cambridge and IELTS programmes. His research interest includes teachers' well-being and students' motivation.
