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Student Engagement with Teacher Oral Feedback in EFL University Classrooms

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Title: Student Engagement with Teacher Oral Feedback in EFL University Classrooms
Language: English
Authors: Bo Wang (ORCID 0000-0002-4445-072X), Shulin Yu (ORCID 0000-0003-1051-311X), Yao Zheng, Timothy Teo
Source: Language Teaching Research. 2025 29(5):1994-2018.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Undergraduate Students, Recall (Psychology), Feedback (Response), Teacher Student Relationship, Computer Software, Public Speaking, Instructional Effectiveness, Learner Engagement, Error Correction, Metacognition, Student Attitudes, Foreign Countries
Geographic Terms: China
DOI: 10.1177/13621688221105772
ISSN: 1362-1688
1477-0954
Abstract: While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students' oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates' cognitive, behavioral, and affective engagement with teachers' oral feedback provided on in-class oral presentations in an English as a foreign language context. The findings indicated that cognitively, the students occasionally ignored teacher feedback, but they were able to notice and understand most of the teacher feedback by using cognitive operations. Behaviorally, the students attempted to respond to teacher feedback by repairing linguistic errors, revising and editing their PPT slides, or improving their presentation delivery. Affectively, students displayed mostly positive attitudes toward teacher feedback and a wide range of discrete emotions were induced by the feedback, which were subject to students' self-regulation. Further insights can be drawn from the findings into understanding how teachers of English as a foreign language (EFL) can help students harvest benefits when engaging with teacher oral feedback.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474332
Database: ERIC
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  Data: Student Engagement with Teacher Oral Feedback in EFL University Classrooms
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Bo+Wang%22">Bo Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4445-072X">0000-0002-4445-072X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shulin+Yu%22">Shulin Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1051-311X">0000-0003-1051-311X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yao+Zheng%22">Yao Zheng</searchLink><br /><searchLink fieldCode="AR" term="%22Timothy+Teo%22">Timothy Teo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(5):1994-2018.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 25
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Speaking%22">Public Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13621688221105772
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students' oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates' cognitive, behavioral, and affective engagement with teachers' oral feedback provided on in-class oral presentations in an English as a foreign language context. The findings indicated that cognitively, the students occasionally ignored teacher feedback, but they were able to notice and understand most of the teacher feedback by using cognitive operations. Behaviorally, the students attempted to respond to teacher feedback by repairing linguistic errors, revising and editing their PPT slides, or improving their presentation delivery. Affectively, students displayed mostly positive attitudes toward teacher feedback and a wide range of discrete emotions were induced by the feedback, which were subject to students' self-regulation. Further insights can be drawn from the findings into understanding how teachers of English as a foreign language (EFL) can help students harvest benefits when engaging with teacher oral feedback.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2025
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  Data: EJ1474332
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        Value: 10.1177/13621688221105772
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 1994
    Subjects:
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Computer Software
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      – SubjectFull: Public Speaking
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Error Correction
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      – SubjectFull: Metacognition
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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      – TitleFull: Student Engagement with Teacher Oral Feedback in EFL University Classrooms
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            NameFull: Shulin Yu
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              Y: 2025
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