Exploring the dynamics of teachers’ feedback on the performance of EFL university students’ oral presentations: A qualitative-case study

Daffa, Muhammad Yusuf (2025) Exploring the dynamics of teachers’ feedback on the performance of EFL university students’ oral presentations: A qualitative-case study. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Teachers' feedback is a critical component in the development of EFL university students' oral presentation skills, which are essential for academic and professional success. Effective feedback contributes to linguistic accuracy, confidence, and organizational abilities, yet inconsistencies in feedback delivery and student anxiety often impede progress. Despite its significance, there is limited research on the evolution of teacher feedback over time and its long-term impact on students’ oral presentation performance. This study seeks to address this gap by examining the dynamics of teacher feedback on both content and performance across multiple semesters within the EFL context. This research employed a qualitative case study design involving two teachers and fifty-nine undergraduate students from the English Education Department at a state Islamic university in Bandung. The participants were divided into three groups: twelve third-semester students from a Speaking for Academic Purposes course, fourteen fifth-semester students from an Artificial Intelligence course, and thirty-two students mixed from the third and fifth semesters. Data were collected through observations, interviews, and a questionnaire to gain insights into the feedback strategies employed, students’ perceptions of feedback, and its impact on their learning outcomes. The findings showed different strategies employed by teachers to provide feedback on EFL university students' oral presentations. First, Teacher 1 utilized a balanced approach combining appreciation, constructive feedback, and detailed guidance tailored to individual needs, fostering confidence and motivation. In contrast, Teacher 2 employed a generalized feedback approach with selective personalization, focusing on group dynamics and practical improvements due to larger class constraints. Second, students’ perceptions varied, with third-semester students expressing higher satisfaction with the clarity, usefulness, and motivational impact of feedback compared to fifth-semester students, who highlighted the need for more personalized and nuanced feedback. Third, challenges identified included time limitations for personalized feedback and students’ initial apprehension in receiving criticism, while opportunities emerged in fostering open dialogue, leveraging technology for individualized feedback, and emphasizing constructive and motivational elements to enhance their oral presentation performance. In conclusion, the study highlights the importance of tailored feedback in enhancing EFL university students' oral presentation skills. Integrating appreciation, constructive criticism, and actionable guidance fosters a supportive learning environment. Aligning feedback with students’ developmental needs, addressing challenges, and leveraging opportunities such as open dialogue and technology may enhance students’ confidence, engagement, and skill development.

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