THE INFLUENCE OF TEACHER FEEDBACK ON STUDENTS' SPEAKING CONFIDENCE

The current paper aims at examining the effects of teacher feedback on the development of learners’ oral confidence while studying a foreign language. Within the context of the affective filter and self-efficacy models, the paper systematically analyzes the impact of different types of teacher feedback, namely oral corrective feedback (OCF) and positive reinforcement on students’ willingness to speak. In this regard, the mixed convergent design approach was employed, where the quantitative results from a sample of 120 undergraduate EFL learners using a Likert-scale questionnaire based on the FLCAS scale were merged with those of a semi-structured interview. According to the statistical data, there is a strong correlation between structured, encouraging teacher feedback and learners’ confidence in the process of verbal communication (r = 0.58, p < .01). On the other hand, over-critical or improperly timed immediate feedback is shown to be detrimental to the process and can significantly increase oral communication apprehension and raise the affective barrier. Through content analysis, students were found to prefer delayed constructive feedback to immediate and public feedback. It is suggested that, by moving beyond traditional error-focused OCF and towards prospective, output-oriented techniques, instructors can promote better learner self-efficacy and encourage risk-taking. Finally, the paper presents practical guidelines for language teachers regarding how to achieve the delicate balancing act between the language accuracy needs of students and affective factors in their support. The key is the use of peer scaffolding together with scaffolded feedback by the teacher.