How Feedback Can Help Students Speak Better: A Practical Look at EFL Classrooms

Nasirova Xurshedabonu Sharof qizi 

Student of Samarkand State Institute of Foreign Languages

Samarkand, Uzbekistan 

Abstract: For many students studying English as a foreign language, speaking fluently and clearly is one of the most difficult obstacles. While grammar drills and vocabulary lists might help, the quality of feedback students get is frequently what determines true progress. This essay looks at how timely, insightful, and well-delivered criticism may help students develop their speaking abilities. Drawing on current research and classroom experiences, the study demonstrates how various sorts of feedback, whether from teachers or peers, may help learners become more fluent, accurate, and motivated. It also examines frequent obstacles that instructors experience while providing feedback and suggests practical solutions that might make a difference in the classroom. In summary, the correct feedback may help a hesitant speaker become a confident communicator.

Keywords: Speaking skills, feedback, EFL students, motivation, peer support, language teaching, fluency, error correction

INTRODUCTION

Speaking is generally the most challenging ability for language learners. Unlike writing or reading, speaking requires rapid thought, confidence, and the ability to articulate ideas in real time. Many students in EFL (English as a Foreign Language) schools struggle to discover their voice, not because they lack information, but because they are unsure how to utilize it. This is where the feedback comes in. Good feedback does more than only point out flaws; it also helps learners progress. As studies has demonstrated (Hattie & Timperley, 2007), feedback is one of the most effective methods a teacher can employ to increase student achievement. This research investigates how feedback may help students enhance their speaking skills and how it can be used effectively in modern classrooms.

METHODOLOGY

To investigate the effect of feedback on speaking abilities, a mixed-methods approach was adopted. Quantitative data were acquired via pre- and post-feedback speaking examinations, while qualitative data were gained through classroom observations and student interviews. The research looked at two groups of EFL learners: one got corrective feedback (for pronunciation, grammar, and vocabulary problems), while the other received constructive feedback (for fluency, clarity, and language usage in context). The data were evaluated to compare increases in speaking performance and student involvement across both groups.

RESULTS AND DISCUSSION

1. Impact of Corrective Feedback

 Corrective feedback is vital for encouraging pupils to more accurate language use. Typically, the teacher will intervene directly to point out particular mistakes in grammar, pronunciation, or vocabulary and recommend the proper form. In this study, students who got continuous corrective feedback shown significant progress in their ability to create grammatically correct sentences and use new vocabulary effectively. After repeated warnings and practice, learners who often misused verb tenses such as “I go yesterday” were able to correct themselves. Pronunciation mistakes, such as confusion between /θ/ and /s/ sounds, have decreased with time. While critical criticism can make students feel self-conscious, when offered in a helpful and polite manner, it helps them absorb right structures and build long-term accuracy. Teachers discovered that incorporating correction into communicative activities, rather than interrupting pupils while speaking, made feedback more effective and less threatening.

2. Impact of Constructive Feedback

 Constructive feedback encourages students to express themselves freely by recognizing their strengths and gently assisting them to address their weaknesses. Unlike corrective criticism, this sort of feedback does not require frequent interruption and instead promotes pupils’ fluency, confidence, and communication ability.

In the observed courses, students who received constructive comments were more open in conversations, tried lengthier replies, and took more chances with language. Instead of stating “That’s wrong,” teachers can say, “That was a great idea—let’s try saying it with the past tense.” This positive framing reduced students’ anxiety of making errors and increased their willingness to talk. The classroom setting became more casual and student-centered. Over time, learners demonstrated not just greater fluency, but also improved interaction skills such as turn-taking, subject management, and spontaneously responding to inquiries – all evidence of increasing confidence and genuine communication ability.

3. Feedback Timing and Frequency

 The timeliness of feedback is as crucial as the content. Feedback can be offered immediately or later, either at the end of the exercise or in the next class. Each has their advantages. Immediate feedback enables students to recognize and rectify their faults in real time, which can be beneficial for pronunciation or word choice. For example, if a student says, “He went to school yesterday,” a simple answer like, “He went?” might inspire self-correction. In contrast, delayed feedback fosters reflection. Teachers may take notes during a speaking assignment and then address frequent faults with the entire class to minimize personal shame and promote deeper learning. The frequency of feedback is also important; too little, and kids do not improve and feel overwhelmed.

4. Peer Feedback

 Peer feedback enables students to collaboratively reflect on one another’s performance. It fosters not just their listening and analytical abilities, but also a deeper feeling of classroom community. When students give each other feedback, such as pointing out a misused term or suggesting a cleaner sentence structure, they learn to pay more attention to language. In the research, peer feedback was frequently employed in pair or group projects. Students were given short checklists or suggestions like “Did your partner speak clearly?” “Did they use the past tense?” and “What did they do well?” This kept the feedback session focused and positive. Peer feedback also increased self-awareness, as students were more aware of their own speaking habits when assessing others. Importantly, students reported feeling more at ease taking advice from peers than from professors, which helped reduce nervousness and boost engagement in speaking activities.

CONCLUSION

 In conclusion, feedback is critical for helping EFL students acquire improved speaking abilities. Whether it is corrective feedback, which improves accuracy and pronunciation, or positive feedback, which increases confidence and fluency, each type has distinct advantages when utilized correctly. Timing and consistency of feedback are also important, since quick input can drive real-time modifications, but delayed feedback stimulates deeper thinking. Furthermore, using peer feedback promotes teamwork, self-awareness, and a more supportive classroom climate. Together, these feedback mechanisms provide a well-balanced strategy that not only improves student speaking but also promotes motivation to engage. Using a variety of feedback approaches strategically and consistently may help teachers transform speaking practice into a more successful, engaging, and learner-centered experience.

REFERENCES:

1. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

2. Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302.

3. Min, H. T. (2005). Training students to become successful peer reviewers. System, 33(2), 293–308.

4. Tee, M. Y., Loo, T. E., & Yap, Y. F. (2019). Oral feedback strategies and learner motivation in speaking classes. International Journal of Instruction, 12(1), 1–18.

5. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

6. Azizxo‘jaeva, N. N. (2006). Pedagogik texnologiyalar va pedagogik mahorat. Toshkent: TDPU nashriyoti.

7. Qurbonov, S. Q. (2012). Til o‘rgatishda innovatsion yondashuvlar. Samarqand: Zarafshon nashriyoti.

8. Xasanboyeva, Z. X. (2019). Chet tilini o‘qitish metodikasi. Toshkent: Fan va texnologiya nashriyoti.

The Light of Knowledge

The Power and Value of Knowledge

Knowledge is like light in the darkness. It opens our minds, guides our choices, and helps us understand the world around us. In every society and every time period, knowledge has been the key to development and success. Without it, we remain unaware, confused, and unprepared to face life’s challenges.

Education is the foundation of knowledge. Through schools, books, teachers, and technology, we gather information and learn how to think, speak, and solve problems. However, real knowledge is more than just memorizing facts. It is about applying what we know in real life, asking questions, being creative, and thinking critically.

Learning is a lifelong journey. Even outside the classroom, we continue to learn through experiences, mistakes, conversations, and even failures. A curious mind is never satisfied—it always looks for new answers, new ideas, and better ways to improve.

Why Knowledge Matters Today

In the modern world, knowledge is more important than ever before. Science, medicine, engineering, and technology are all built on the foundation of knowledge. Every discovery, every innovation, every invention starts with someone asking: “Why?” or “What if?”

The internet has made knowledge more available than ever. A student in Fergana can now learn from the best universities in the world online. But this also means we need to be careful and wise—we must learn how to tell what is true, what is useful, and what is not. Knowing how to use knowledge is just as important as gaining it.

In addition, knowledge helps build peace and understanding. When we learn about other cultures, languages, and histories, we become more respectful and open-minded. Knowledge breaks walls and builds bridges between people, countries, and generations.

Conclusion: Knowledge is the Future

Knowledge is not just power—it is freedom. It gives us the ability to dream, to create, to lead, and to grow. Every young person has a spark inside them, and education helps that spark become a bright flame.

As a student, I believe that it is our duty to keep learning and sharing what we know with others. Let us all be seekers of knowledge. Let us read more, ask more, listen more, and grow every day. Because the future belongs to those who are prepared—and knowledge is the best preparation of all.

Student of the Kattakurgan branch of Samarkand State University Azamova Feruza

Peace and Stability — The Key to National Development

When we speak of development, we often think of modern technologies, infrastructure, economic growth, or political reforms. However, none of these can be truly achieved without two essential foundations: peace and stability. These are not just abstract ideals — they are the backbone of every developed country, the guarantee of people’s well-being, and the foundation of a secure future. Today, Uzbekistan is entering a new stage of progress built upon these very principles.

Peace — The Greatest Blessing

Throughout history, peace has always been the highest value sought by humanity. Unfortunately, many countries around the world still suffer from war, conflict, and instability. Some mistakenly view peace as the mere absence of war. In reality, peace means much more: it is social harmony, justice in society, the rule of law, and respect for human rights. It is a condition where children laugh and play freely, youth pursue their dreams, and families live without fear.

Since gaining independence, Uzbekistan has prioritized ensuring peace as its most vital task. The principle of “First peace, then progress” has guided the development of every sector. Thanks to the prevailing peace in the country, we see new schools and universities being built, factories being launched, and thousands of new jobs being created.

Stability — The Foundation of a Reliable Future

Stability means the people’s confidence in tomorrow, continuity in public life, and consistency in governance. Real change can only happen in a stable environment. The large-scale reforms currently taking place in Uzbekistan — in the economy, education, healthcare, and governance — are all unfolding on the basis of internal stability.

Today, the idea of the “New Uzbekistan” is more than a slogan. It is a clearly defined development strategy. The new Constitution, reforms in the judiciary, and steps toward building a more open civil society are all strengthening the mutual trust between the government and the people. That trust is what forms the essence of long-term stability.

Uzbekistan on the International Stage: A Messenger of Peace

Uzbekistan is not only maintaining peace within its borders but is also playing an increasingly active role in ensuring peace and stability across the region. By pursuing friendly and open relations with neighboring Central Asian states, Uzbekistan has helped foster regional trust and cooperation. The country’s engagement with international organizations, public diplomacy, and cultural exchange initiatives all contribute to global peacebuilding.

Every Citizen — A Guardian of Peace

Ensuring peace and stability is not solely the responsibility of the state. Every citizen has a role to play. A parent’s guidance, a teacher’s lessons, a journalist’s words, or an artist’s performance — each contributes to shaping a peaceful society.

Our youth are the future guardians of peace and stability. It is essential that they are raised with a spirit of tolerance, respect, interethnic harmony, and adherence to the rule of law. Only then can Uzbekistan continue its journey toward becoming a strong, prosperous, and modern nation.

Conclusion:

Peace is the calm of the skies, stability is the peace of the heart.

Development is the natural outcome of these two blessings.

Let us all contribute to preserving these values. Because:

In a peaceful country, there is abundance. In a stable society, there is growth.

And that growth leads us to the future we all dream of.

Sun of the Love – My mother

In your pure love, the Sun takes form,

You keep us safe, you keep us warm.

You feed us first, though you go without,

My Heaven, my mother, of that no doubt.

Your hair turns white for all you’ve done,

Yet live for us—your every son.

In life’s long path, you’re my one guide,

Your every word—a truth worldwide.

Dear Mother, may you ever be well,

An angel where our joy shall dwell.

May you and Father long remain,

The crowns of love I can’t explain.

Motivation of Foreign Students to Learn the Russian Language in a Non-Linguistic Environment 

Introduction 

The modern language policy of many countries aims at integration into the global educational and cultural space. In this context, learning foreign languages, particularly Russian, is becoming increasingly important. However, the effectiveness of learning largely depends on the level of student motivation, especially in a non-linguistic environment – that is, in countries and regions where Russian is not used in daily life.

This article is dedicated to exploring the motivation of foreign students to study Russian under such conditions, identifying the determining factors, and outlining ways to enhance academic motivation. 

1. The Concept of Motivation in the Process of Learning a Foreign Language 

Motivation is a combination of internal and external factors that prompt a person to take action. In the context of language learning, motivation plays a key role: it determines the student’s attitude toward the subject, perseverance in overcoming difficulties, and willingness to engage in independent work. 

Scientific research identifies two main types of motivation: 

– Integrative motivation – the desire to become part of another culture, communicate with its representatives, and understand their way of thinking; 

– Instrumental motivation – learning a language for practical purposes: obtaining education, employment, improving social status, etc. 

2. Features of Motivation in a Non-Linguistic Environment 

For students studying in countries where Russian is not an official or widely spoken language, motivation develops under specific conditions. The absence of a language environment limits practice opportunities, which may reduce interest in the subject. However, with strong personal or professional interest, students maintain high academic motivation. 

Factors influencing motivation in such conditions: 

– Personal interest in Russian culture and history; 

– Presence of relatives or friends who speak Russian; 

– Aspiration to study at Russian universities; 

– Career prospects associated with Russian language proficiency; 

– Participation in international projects, grants, internships. 

3. Empirical Study of Foreign Students’ Motivation 

To gain deeper insight into the issue, a survey was conducted among students from Central Asian countries studying in philological and non-philological faculties. The questions concerned their reasons for studying Russian, sources of motivation, and challenges faced. 

The results showed that: 

– Over 60% of students indicated professional motivation (job, career); 

– 25% were motivated by personal interest in culture; 

– 15% admitted studying the language as part of the curriculum, without intrinsic motivation. 

It was also found that having a teacher who uses interactive methods significantly increases motivation. 

4. Problems and Ways to Overcome Them 

Studying Russian in a non-linguistic environment comes with a number of challenges that directly affect students’ motivation. Let us consider the main ones: 

4.1. Lack of Language Practice 

The most commonly mentioned problem is the lack of speaking practice. In situations where Russian is not used in daily life, students struggle to maintain and develop communication skills. 

This can lead to decreased confidence and interest in further learning. 

Solution: Creating an artificial language environment – organizing Russian-speaking clubs, watching Russian films, participating in online events and forums with Russian-speaking participants. 

4.2. Lack of Motivational Stimuli 

In many cases, learning occurs “out of duty,” without internal interest. This attitude quickly leads to fatigue and decreased performance. 

Solution: Individualized approach – identifying each student’s goals, including assignments related to their interests. 

4.3. Limited Access to Modern Learning Resources 

In some universities, textbooks are outdated, making learning irrelevant and ineffective. 

Solution: Using digital resources, online platforms, and modern Russian language learning apps. 

4.4. Psychological Barriers 

Students often fear making mistakes when speaking, which hinders their verbal activity. 

Solution: Creating a supportive and tolerant atmosphere in class, where mistakes are seen as part of the learning process. 

5. Pedagogical Recommendations for Enhancing Motivation 

Successful teaching of Russian in a non-linguistic environment requires a creative approach from the teacher. Here are some recommendations: 

– Integration of culture into the educational process: lessons on culture, history, cuisine, and Russian art increase interest in the language. 

– Project-based learning: students work on mini-projects in Russian – create presentations, videos, conduct interviews. 

– Gamification of the learning process: using game formats (quizzes, quests, role-plays) stimulates participation and reduces anxiety. 

– Use of motivational interviews: inviting alumni who successfully use Russian in their careers positively influences students’ attitudes. 

– Differentiated approach: considering the level of knowledge, interests, and goals of each student helps create a comfortable and motivating environment. 

Conclusion 

Motivation is a key factor determining the success of learning Russian by foreign students in a non-linguistic environment. Despite external limitations, with proper pedagogical support, the creation of a learning environment, and the use of modern methods, motivation can not only be maintained but also enhanced. Modern technologies, cultural integration, and a learner-centered approach offer broad prospects for effective learning. 

Thus, the teacher plays an important role not only as a knowledge provider but also as a motivator who inspires students to learn the Russian language. 

References 

1. Galskova N.D. Modern Methods of Teaching Foreign Languages. – Moscow: Academia, 2019. 

2. Khrolenko V.N. Psychology of Motivation in Learning. – St. Petersburg: Piter, 2021. 

3. Belyaev B.V. Psycholinguistics and Foreign Language Teaching. – Moscow: Prosveshchenie, 2020. 

4. Frolova L.L. Motivation Features in a Non-Linguistic Environment // Bulletin of Pedagogical Sciences. – 2022. 

5. Electronic resource: www.pushkininstitute.ru

6. Electronic resource: www.russkiymir.ru

Dedicated to history

You hold within all days gone by,

The past that none can now deny.

The wars once waged with blood and flame,

And whispers time could never tame.

You saw the rebels rise in fight,

Brave sons who battled for the right.

For homeland’s sake, they faced the storm,

To war they marched in fearless form.

The page now shakes beneath my pen,

As tales of ancestors rise again.

A silent ache within my chest—

To write of history is no jest.

ECHOES IN THE RUIN

In Gaza’s north, where shadows loom and fall,

A cry rises, echoing through it all,

The whispers of the hungry, the weary, and the worn,

A people besieged, with hope forlorn.

The streets, once vibrant, now a desolate stage,

Where silence screams, and desperation engages,

The eyes, once bright, now dim with pain,

Reflecting the struggle, the endless refrain.

We search for crumbs, for scraps of bread,

In a land that’s barren, where hope is dead,

The markets empty, the shelves laid bare,

A people starving, with no one to care.

The children weep, their bellies tight,

Their laughter silenced, their eyes without light,

The parents’ gaze, a mix of grief and shame,

As they watch their loved ones bear the weight of blame.

The hospitals, a testament to pain,

Where medicine’s scarce, and care’s in vain,

The doctors’ hands, tied by lack of aid,

As patients suffer, their lives displayed.

The water’s bitter, undrinkable, and dry,

A luxury denied, as the people cry,

For a drop to quench, a sip to soothe,

A basic right, now a distant truth.

In this landscape, where despair reigns,

We search for solace, for a glimmer of peace that remains,

But like a mirage, it vanishes from sight,

Leaving us with nothing, but the dark of night.

Oh, for a way out, a path to flee,

From this cycle of pain, this endless sea,

A chance to breathe, to live, to be,

Free from the grip of misery.

The world outside, does it know our plight?

Does it see our struggle, our endless fight?

Or are we just statistics, numbers cold,

Faceless victims, our stories untold?

We yearn for aid, for a helping hand,

To guide us through, this desolate land,

To find a way, to escape the pain,

To live again, to love, to laugh, to sustain.

In the silence, a voice whispers low,

Of hope, of resilience, of a people who won’t bow,

Though battered, bruised, and worn so thin,

Their spirit remains, a flame that flickers within.

So let us hold on, to this glimmer of light,

This beacon of hope, in the dark of night,

Let us strive, to rise above the pain,

To find a way, to live again.