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.

Conclusion from yourself…

A mother had a daughter and a son. Since her son was little, he used to play ambulance a lot. When the mother noticed this, she said: “My son will become a doctor.” The mother then directed her son to the medical field. When he grew up, he studied medicine. Thus, he became a qualified doctor. The mother married off her daughter and raised her son. The son’s wife kept saying to her husband, “Let’s buy a separate house and live separately.” One day, the son told his mother what his wife had said. The mother agreed, saying: “Okay, my son, live separately.” The son and his family moved to another house. The son gradually paid less attention to his mother and received less news. One day, the son had a dream. His dream was as follows: one day, there was a call. The son and his assistant were The ambulance was driving to the address given. The driver turned the steering wheel to the street where the boy’s mother lived.

At that moment, the boy’s body was filled with great anxiety. The driver stopped the car in front of the house where the boy’s mother lived and said, “This house.” The boy hurriedly entered the house and when he entered the room… he saw his mother lying dead on the floor. At that moment, the boy woke up. The boy said that it was a wonderful dream. He quickly dressed and went to his mother. He went and hugged his mother tightly, tears welling up in his eyes and said, “Mom, I love you.”

The mother said to her child, “I love you too.” When the boy came to himself, the mother asked, “What happened, my child?” The boy told her about the dream he had. After saying that, the son said, “Mom, I will not leave you alone anymore, we will live with you now.” The mother hugged her son again and said, “Oh, my child.” “My child,” he said. Dear ones, let’s not forget that parents are a blessing. Before it’s too late, pay more attention to your parents now, make them happy, tell them that you love them every day, every hour if possible. May that dream not come true for you!…

Yuldasheva Oyshakhon was born on May 28, 2011. She lives in the Sabo neighborhood of Yangiyul city, Tashkent region. She is currently an 8th grade student at Yangiyul city, Secondary School No. 3. She is an active participant in various events, competitions and science Olympiads held at the school.

Against all odds

Art is a muddy walk

It is a hit for the target.

It gets heavy

When no colors can

Show your plight

And make them beautiful.

A casual hello

Can make us remove

Thunder from the sky

And plant a rainbow seed.

I take up your time,

Like you know me.

Something waits like

Sadness in the forest

To clear its fog.

The trees bow down

In silence,

And the tombstones are too

Rigid.

A tear grows to smiling garlands,

When appreciation

Flows like river-wine.

Art stands against all odds.

Sushant Thapa is a Nepalese poet who holds an M.A. in English from Jawaharlal Nehru University in New Delhi, India with nine books of English poems and one short story collection to his credit. His poems are published at Synchronized Chaos,  The Kathmandu Post, Trouvaille Review, Lothlorien Poetry Journal, Outlook India, Corporeal Lit Mag, Indian Review, etc. He is a lecturer of English in Biratnagar, Nepal.

As I grew up in my relationship with God, I’ve found that my awareness of Jesus was growing.I’m working on writing an essay of Jesus on the Cross.

It’s the place of the Skull. As we think of Salvation and Redemption, I think about Jesus and his healing ministry. We should remember that Jesus’ life was a life of healing for those who were ill.

Seeking more than Redemption, it’s seeking healing of the soul. Redemption adds to our wholesomeness of salvation. However, our walk with Jesus as we carry our Cross in our daily walk with getting to know the fullness of salvation is to know God’s purpose for our entenal soul.

Our walk is not only to know Jesus, but to understand his Crucifixion and his total obedience to the Holy Father. There’s no true life without knowing that obedience to follow in Christ steps to know the Holy Father and to live in the spiritual path provided for our sins and Resurrection.

PSYCHOLOGICAL APPROACHES IN CHILDREN’S EDUCATION

Scientific article 

Author: Aytuvova Xurshida 

Emile: ( aytuvovaxurshida@gmail.com) Annotation This article analyzes the importance of psychological approaches in children’s education, their types and impact on the educational process. Through humanistic, cognitive and socio-educational approaches, the child’s development as a person, learning motivation, emotional state and individual approaches are considered as important factors. This article provides practical recommendations for teachers, psychologists and specialists in the field of education. Keywords child psychology, educational process, humanistic approach, motivation, emotional development, cognitive development, individual approach, pedagogical psychology Introduction In the modern educational process, an approach taking into account the psychological state of the child has become an integral part of pedagogical activity. In contrast to traditional approaches, today there is an increasing need to take into account individual, personal and socio-emotional factors in the educational process. The development of a child as a person, his success in the educational process, social adaptation and self-confidence are largely closely related to psychological factors. 

Main part

1. Types of psychological approaches There are several main approaches in pedagogical psychology:

Humanistic approach: This approach puts the child at the center. Famous psychologists A. Maslow and K. Rogers emphasize the importance of giving the child trust, respect, and freedom for personal growth in their humanistic theories. – Cognitive approach: This method is aimed at developing children’s mental processes such as thinking, memory, and attention. J. Piaget’s theory of intellectual development is an example of this. – Socio-educational approach: This theory, put forward by A. Bandura, shows that children can learn by observing the behavior of others. This indicates the need for education through a positive example from teachers and parents.

2. Taking into account the psychological characteristics of the child The psychological development of a child varies at each age. Children aged 6–10 are more prone to figurative thinking and prefer to learn based on real situations. Also, self-assessment, socialization, and motivational factors are of great importance during this period. 

3. 3. The influence of motivation and emotional state Motivation is one of the main factors that shape a child’s internal desire to learn. In an educational environment with a favorable psychological climate, children develop more actively, freely express their thoughts, and are creative. A kind, patient, and understanding teacher increases a child’s interest in learning. 4. Individual approach and differentiated education Each child has his or her own psychological and mental potential. A differentiated approach, that is, an approach based on the level of abilities of each student, increases the quality of education. In this process, diagnostic methods (psychological tests, interviews, observations) are used.

Conclusion

The effective use of psychological approaches in education not only increases children’s academic achievement, but also helps them develop personally, gain self-confidence, and find their place in society. A teacher should not only be a provider of knowledge, but also an understanding and guide for the child. Therefore, special attention should be paid to the cooperation of a teacher and a psychologist in the modern education system.

Aytuvova Khurshida was born on June 5, 2002 in Saykhunabad district of Syrdarya region. She graduated from the Faculty of Philology of Gulistan State University, Russian language department. Official delegate of several forums, member of international organizations. Member of the International Writers’ Association “Juntos por las Letras” of Argentina. Her creative works have been published in international newspapers and magazines. Author of her personal book “Stories in Silence” and the international anthology “Miracles of Creativity”. Her stories have also been published in the republican anthology “Mouths of Creativity” and in the republican magazine “Ijodkorlar”

—————————————————–

trapped in the neon

one of those summer

nights where those

lovely eyes trapped

in the neon won’t

leave your mind

the kind of nights

where a carton of

cigarettes and a

bottle of jack

wouldn’t last

until dawn

loneliness aches like

no other pain as you

approach fifty

the friends have

wives and kids

you have a closet

full of baseball cards

and notes from high

school of what could

have been

echoes of laughter

will take you to hell

before any sleep

can be had

only the sick enjoy

the sickness

a drop of sweat

on a typewriter

years of pain

just like all

the other fools

———————————————-

from the grocery store

there is a sign

on the side of

the road that i

see when i drive

home from the

grocery store

it says drive like

your kids live

around here

when i see that

sign, i hit the gas

all my kids were

aborted

if they are still

around here

someone has

some fucking

explaining to

do

————————————————

booty shorts

the ugliest people

wear the skimpiest

clothes

first day of the heat

and a fat woman has

on booty shorts where

there is no booty

and then of course

i remind myself

the beautiful people

live south of here

the dregs of society

are still up here

present company

included

————————————————–

gave up on me

went to sleep right

as i heard the news

that the pope had

died

i had a dream the

catholic church

couldn’t find a

new one as all

the pedophiles

knew they couldn’t

take the job

i gave up on religion

right about the time

god gave up on me

more than one christian

has asked me to pinpoint

the moment and i always

say probably when one

too many of you decided

being molested was all

part of god’s plan for me

that hard liners know

they never can change

my mind

the thinkers know there

are much easier things

to think about

—————————————————-

an old man approaching death

i believe my left hip is

nothing but arthritis now

i walk with a limp

not the fucking cool

kind but an old man

approaching death

the spanish princess

offered to take a bath

with me

if either of us could

survive the thousands

of miles between us

it would be worth

every cent and ounce

of pain

these are the nights

i finish a bottle or two

and hope it kills the pain

for a few hours of sleep

yet another day of pop

up thunderstorms and

unrelenting heat

and here i thought

the glory years would

have a better feel to

them

instead, i can’t help

but think of my father

and how that sad sack

of shit was always right

J.J. Campbell (1976 – ?) is trapped in suburbia, slowly dying like everyone else. He’s been widely published over the last 30 years, most recently at Misfit Magazine, Disturb the Universe Magazine, The Beatnik Cowboy, Mad Swirl and Yellow Mama. He might have a new book coming out soon, at least that is the rumor. You can find him most days betting on soccer and baseball and whatever other sport he thinks he can hit a big parlay on. He also has a blog, evil delights. (https://evildelights.blogspot.com)

Dusking

The end of

each day

reveals

a new kind

of nightmare

since the sky

became a menace

of birds

Their horrible

voices echo

in our ears

long after

the receding,

obscene coloration

of sky

had faded

from our sight

like bruises

lifted from our

skin and transferred

what lies overhead

Wherever we go

now there will

be no respite

Our eyes deceive us

Blood from severed

tree limbs stains

the mottled bark

puddling amid

the dead fall

branches, needles

and leaves

The small fires

that burn

the night smell

like dead wood,

burning flesh

We see the unnatural

colors of the flames

the wonders of

smoke that has

no apparent source

Listen to my heart beat

While we were

sleeping some

ear candling

was undertaken

without our permission

Remnants of wax

cling to our

cheeks and are

stiff on the ground

near where we

were resting

Each clot of

black wax

residue

exudes a pulsing

light that mimes

our heart beat

and the insistent

ringing in our ears

that leaves messages

in our brain

we have not been

able to decode

Hollow Mazes

As the marked

paths through

the Hollows

now end in

deer blinds

and cul de sac

we are perpetually

confused by

the simplest turning

in the woods

Low lying fog

and swamp gases

no longer

burn off or are

carried away

by offshore

breezes

Each maze

we enter

feels more

threatening

than the last

Ahead is almost

the same as where

we once were

Where we are now

is nowhere

A sleep wander

Almost by accident

we tumble

upon an open

field were dreams

go to die

At first

we thought all

the tiny crosses

were memorials

to pets who

were brought here

to be interred

Only later,

when we found

the polished skulls

of human creatures

too anomalous

to survive,

did we understand

the pet graveyard

was elsewhere

near where

the poison plants

were grown,

nurtured by

a septic water

source