METHODOLOGY OF PROVIDING TEACHER FEEDBACK IN SPEAKING ACTIVITIES

Speaking is one of the most challenging skills for many foreign language learners because it requires the simultaneous use of vocabulary, grammar, pronunciation, fluency, and communicative strategies. Learners often hesitate to speak because they are afraid of making mistakes or receiving negative evaluation. For this reason, teacher feedback should not be limited to correcting errors. It should also help learners recognise their progress, develop confidence, and participate more actively in classroom communication. This article examines the methodology of providing teacher feedback in English speaking activities. The study is based on the analysis of scientific literature, comparison of corrective feedback strategies, and the modelling of practical classroom procedures.