Teacher feedback acceptance in English for specific purposes: A study in a Spanish EFL classroom
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Abstract
This study investigates the role of teacher feedback in improving speaking skills in English as a Foreign Language (EFL) classrooms, focusing on Vocational Training students in Spain. Despite the importance of feedback, large class sizes and examination-driven curricula often limit its availability, creating a gap in effective speaking skill development. This study aims to determine whether teacher feedback can mitigate these challenges by analyzing speaking tasks in an English for Specific Purposes (ESP) classroom, specifically among Marketing students. Using recorded and transcribed classroom interactions of seven students, the findings reveal a strong dependence on teacher feedback, minimal peer feedback, and a lack of learner autonomy. These results highlight the crucial role of teacher feedback in student progress while emphasizing the need for strategies that encourage peer interaction and independent learning. The study underscores the necessity of fostering learner autonomy in EFL classrooms, suggesting that future research should explore methods to integrate more student-led feedback mechanisms.
Keywords: Autonomy in learning; EFL; speaking skills; teacher feedback; vocational training
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