Feedback On Students' Oral Presentations In The EFL Classroom-A Qualitative Study Of Experienced Teachers' Practices And Beliefs

The present thesis describes a qualitative study of three experienced EFL college teachers' practices and beliefs about providing feedback on students' oral presentations in the EFL classroom with the aim to inform the assessment of and feedback on this widely administered language task.Data of classroom observations,semi-structured interviews with the three teachers and focus group discussions among presenter and non-presenter students was qualitatively analyzed to answer the two research questions.The analysis of the data reveals that the feedback mainly focuses on five aspects of presentations including content,organization,language,delivery,overall impression.Multiple sources of feedback including that from teachers,students and presenters themselves have been identified.And 8 strategies on how to come up with constructive and effective feedback on students' oral presentations are induced considering the external features of feedback such criteria,form,structure,function,amount,and timing.The findings of this study provides an in-depth and comprehensive understanding of the prevailing yet under-researched EFL oral presentation task and provide implications for future teacher feedback research and EFL classroom practice with regard to the ways in which teachers provide feedback on oral presentation tasks.The study also highlights the potential contribution of experienced teachers to teacher education programmes in guiding pre-service and novice teachers to improve their feedback performance.