Speaker
Description
Teacher oral feedback plays a crucial role in supporting learners’ speaking development, particularly in high-stakes test preparation contexts. This study investigates learners’ perceptions of teacher oral feedback in VSTEP speaking preparation classes at Lac Hong University, Vietnam. Data were collected from 64 students through a structured questionnaire measuring four dimensions of feedback: clarity, timing, focus, and affective tone. The findings indicate that learners generally hold positive perceptions of teacher oral feedback (Mean = 3.90). Among the dimensions, feedback clarity and focus were rated highest, suggesting that learners value explicit and task-related guidance. In contrast, affective tone received lower ratings, with evaluative feedback negatively associated with learner confidence. Correlation analysis further reveals that clear feedback enhances perceived usefulness, while supportive feedback contributes to increased confidence and willingness to communicate. These findings highlight the importance of balancing instructional clarity and emotional support in speaking feedback practices. Importantly, the study suggests that effective feedback in VSTEP speaking classrooms can serve as a pedagogical bridge toward ESL-oriented instruction, fostering communicative competence beyond test preparation. The study contributes to current discussions on language teaching in Vietnam, where English is increasingly positioned as a second language.
Keywords: VSTEP; oral feedback; learner perceptions; speaking skills; ESL-oriented instruction
