The Lecturers’ Oral Corrective Feedback Strategy in Improving Students’ Public Speaking at English Education Department: A Case Study

Khaerati Khaerati 1 Indonesia , Syamsul Bahri 1 Indonesia , Ahmad Munawir 1 Indonesia , Satriani Satriani 1 Indonesia
1 Departement of English Education, Universitas Islam As’adiyah Sengkang
Link Copied!
Published 2025-06-27
Vol. 4 No. 3 (2025) PAGES 756-764
DOI 10.51574/ijrer.v4i3.3523
Views / Downloads 655 456

This research investigates lecturers’ oral corrective feedback strategies in enhancing students’ public speaking skills in the English Education Department at the Islamic University of As’adiyah Sengkang. Speaking is a crucial component in English language learning, yet many students struggle with confidence and clarity when communicating in public. Oral corrective feedback plays an essential role in guiding students to recognize and improve their speech errors during classroom interactions. The objective of this research is to identify the types of oral corrective feedback used by lecturers and analyze their impact on students’ speaking performance. This research applies a qualitative case research design, with data collected through classroom observations and interviews with both lecturers and students. The findings reveal that lecturers employ various feedback types, including recasts, elicitation, clarification requests, and metalinguistic feedback. We found that elicitation and metalinguistic feedback were the most effective in encouraging student self-correction and enhancing their engagement in public speaking tasks. The research illustrates the importance of providing clear and supportive feedback to help students overcome anxiety and build confidence in expressing ideas publicly. It also suggests that lecturers should be attentive to the way their feedback is delivered to avoid discouragement and ensure it supports language development effectively.

Khaerati, K., Bahri, S., Munawir, A., & Satriani, S. (2025). The Lecturers’ Oral Corrective Feedback Strategy in Improving Students’ Public Speaking at English Education Department: A Case Study . ETDC: Indonesian Journal of Research and Educational Review , 4(3), 756–764. https://doi.org/10.51574/ijrer.v4i3.3523
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Akhter, S. (2021). Exploring the significance of speaking skill for EFL learners. sjesr, 4(3), 1-9. https://doi.org/10.36902/sjesr-vol4-iss3-2021(1-9)
  2. Ali, H. H. H. (2022). The importance of the four English language skills: Reading, writing, speaking, and listening in teaching Iraqi learners. Humanities & Natural Sciences Journal, 3(2), 154-165. https://doi.org/10.53796/hnsj3210
  3. Al-Jiboury, T. H. A. (2024). Teaching four Skills of English Language Writing, Reading, Speaking, and Listening through Literature. South Asian Res J Art Lang Lit, 6(5), 63-72.
  4. Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
  5. Bagheri, M., & Rassaei, E. (2022). The effects of two forms of written corrective feedback and ambiguity tolerance on EFL learners’ writing accuracy. English Teaching & Learning, 46(1), 19-38. https://doi.org/10.1007/s42321-021-00082-6
  6. Barrett, N. E., & Liu, G. Z. (2016). Global trends and research aims for English academic oral presentations: Changes, challenges, and opportunities for learning technology. Review of Educational Research, 86(4), 1227-1271. https://doi.org/10.3102/0034654316628296
  7. Beattie, G., & Ellis, A. W. (2017). The psychology of language and communication. Routledge.
  8. Bürgermeister, A., Glogger-Frey, I., & Saalbach, H. (2021). Supporting peer feedback on learning strategies: Effects on self-efficacy and feedback quality. Psychology Learning & Teaching, 20(3), 383-404. https://doi.org/10.1177/14757257211016604
  9. Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
  10. Choi, S. Y., & Li, S. (2012). Corrective feedback and learner uptake in a child ESOL classroom. RELC Journal, 43(3), 331-351. https://doi.org/10.1177/0033688212463274
  11. Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–368. https://doi.org/10.1017/S0272263106060141
  12. Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education, 45(9), 1281-1293. https://doi.org/10.1080/0309877X.2021.1948509
  13. Hartono, D., Basthomi, Y., Widiastuti, O., & Prastiyowati, S. (2022). The Impacts of Teacher’s Oral Corrective Feedback to Students’ Psychological Domain:A Study on EFL Speech Production. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2152619
  14. Kılıçkaya, F. (2019). Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction. Computer Assisted Language Learning, 35(1–2), 62–87. https://doi.org/10.1080/09588221.2019.1668811
  15. Korneeva, A., Kosacheva, T., & Parpura, O. (2019). Functions of language in the social context. In SHS Web of Conferences (Vol. 69, p. 00064). EDP Sciences. https://doi.org/10.1051/shsconf/20196900064
  16. Lightbown, P. M., & Spada, N. (2020). Teaching and learning L2 in the classroom: It's about time. Language teaching, 53(4), 422-432. https://doi.org/10.1017/S0261444819000454
  17. Luquin, M. (2025). Enhancing Accuracy Through Model Texts: Long-Term Effects on EFL Children's Oral Interaction. In Investigating Attention to Form and Individual Differences: Research with EFL Children (pp. 155-183). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-80924-8_7
  18. Macaro, E., Hultgren, A. K., Kirkpatrick, A., & Lasagabaster, D. (2019). English medium instruction: Global views and countries in focus: Introduction to the symposium held at the Department of Education, University of Oxford on Wednesday 4 November 2015. Language Teaching, 52(2), 231-248. https://doi.org/10.1017/S0261444816000380
  19. Mahvelati, E. H. (2021). Learners’ perceptions and performance under peer versus teacher corrective feedback conditions. Studies in Educational Evaluation, 70, 100995. https://doi.org/10.1016/j.stueduc.2021.100995
  20. Masuram, J., & Sripada, P. N. (2020). Developing speaking skills through task-based materials. Procedia Computer Science, 172, 60-65. https://doi.org/10.1016/j.procs.2020.05.009
  21. Muyashoha, A. B., & Sugianto, A. (2019). The students’ perception towards oral corrective feedback in speaking class. In Proceedings of International Conference on English Language Teaching (INACELT) (Vol. 3, No. 1, pp. 14-29).
  22. Rad, H. S., Alipour, R., & Jafarpour, A. (2023). Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: a case of Wordtune application. Interactive Learning Environments, 32(9), 5020–5040. https://doi.org/10.1080/10494820.2023.2208170
  23. Sánchez Centeno, A., & Barbeito, M. C. (2021). Oral Corrective Feedback in University EFL Contexts: The Interplay Between Students’ and Teacher’s Beliefs. In Investigating Individual Learner Differences in Second Language Learning (pp. 207-229). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-75726-7_10
  24. Shadiev, R., Feng, Y., Zhussupova, R., & Altinay, F. (2024). Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence. Computer Assisted Language Learning, 1–37. https://doi.org/10.1080/09588221.2024.2430761
  25. Sheen, Y. (2006). Exploring the relationship between corrective feedback and the acquisition of grammar. Studies in Second Language Acquisition, 28(2), 303–337. https://doi.org/10.1017/S0272263106060128
  26. Shinta, D. K. (2022). The implementation of implicit corrective feedback through recordings towards EFL students in listening and speaking English class: case study. International Review of Humanities Studies, 7(1), 9.
  27. Xia, S. (2023). Explaining science to the non-specialist online audience: A multimodal genre analysis of TED talk videos. English for Specific Purposes, 70, 70-85. https://doi.org/10.1016/j.esp.2022.11.007
  28. Yu, S., Geng, F., Liu, C., & Zheng, Y. (2021). What works may hurt: The negative side of feedback in second language writing. Journal of Second Language Writing, 54, 100850. https://doi.org/10.1016/j.jslw.2021.100850
  29. Zainal, A. G. (2022). Public Speaking: Cerdas Saat Berbicara di Depan Umum. Eureka Media Aksara.
  30. Zhang, C., Bowen, N. E. J. A., & Thomas, N. (2025). Oral corrective feedback and learner uptake: an analysis of Chinese high-school teachers’ practices in a national teaching competition. Classroom Discourse, 1–24. https://doi.org/10.1080/19463014.2025.2474233
  31. Zhussupova, R., & Shadiev, R. (2023). Digital storytelling to facilitate academic public speaking skills: case study in culturally diverse multilingual classroom. Journal of Computers in Education, 10(3), 499-526. https://doi.org/10.1007/s40692-023-00259-x

Copyright (c) 2025 Khaerati Khaerati, Syamsul Bahri, Ahmad Munawir, Satriani Satriani

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

1 2 3 > >> 

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
English Education Lecturer Strategy Oral Corrective Feedback Public Speaking Student Performance