Exploring Tertiary Students’ Perceptions of Instructors’ Oral Corrective Feedback in EFL Speaking Classes

Tuan Vu Van — Sun, 30 Aug 2026 00:00:00 +0700

Purpose

Oral corrective feedback is an essential component of EFL speaking instruction because it helps learners notice spoken errors, improve accuracy, and develop confidence in oral communication. However, limited mixed-methods research has examined how tertiary students perceive feedback types, timing and frequency, emotional effects, and feedback uptake in EFL speaking classes.

Methodology

This study investigated tertiary students’ perceptions of instructors’ oral corrective feedback through a mixed-methods design. Quantitative data were collected from 385 tertiary students using a researcher-made 45-item five-point Likert-scale questionnaire, while qualitative data were obtained from 17 voluntary participants through semi-structured interviews. The questionnaire data were analyzed using SPSS v.27 through descriptive statistics and independent-samples t-tests, whereas interview data were processed with NVivo v.12 and examined through thematic analysis.

Results/Findings

The findings revealed that students showed generally neutral to agreeable perceptions of oral corrective feedback. They valued feedback that was clear, explanatory, regular, timely, and selective, particularly when it helped them recognize errors, improve vocabulary use, and pay greater attention to speaking accuracy. Supportive and polite feedback was viewed positively because it reduced anxiety and strengthened confidence.

Implications

The study concludes that oral corrective feedback should be accurate, supportive, context-sensitive, and responsive to learners’ emotional needs and speaking development.

The Effect of Using Duolingo Application on Students’ Vocabulary Mastery

Anggita Ramadhani, Cheria Tri De Afril Samsul, Nuryanti Nuryanti — Sun, 30 Aug 2026 00:00:00 +0700

Purpose

To determine whether the use of the Duolingo application affects students’ vocabulary mastery and to identify its effectiveness in improving vocabulary learning among English Education students at Makassar State University.

Methodology

This study used a quantitative experimental design with pre-test and post-test. The participants were 30 students from the English Education Department. Students practiced Duolingo for 30 days with a target of 20 XP per day. Data were collected through vocabulary tests and questionnaires.

Results/Findings

The results showed that students’ post-test scores were higher than their pre-test scores, indicating improvement in vocabulary mastery after using Duolingo. The average post-test score was higher than the pre-test score, proving that Duolingo had a positive effect on vocabulary learning.

Implications

Teachers can integrate Duolingo into English teaching as a modern and engaging learning tool. It can motivate students, provide equal practice opportunities, and support independent vocabulary learning through mobile devices.

Journal of Language Learning and Assessment

Exploring Tertiary Students’ Perceptions of Instructors’ Oral Corrective Feedback in EFL Speaking Classes

The Effect of Using Duolingo Application on Students’ Vocabulary Mastery