Nghiên cứu về phản hồi của giáo viên đối với phần trình bày của sinh viên chuyên ngủ tiếng anh năm ba trong môn nói trước công chúng ở trường đại học ngoại ngữ huế

TABLE OF CONTENTS Sub cover page Statement of authorship Acknowledgements CHAPTER - INTRODUCTION 1.1 Background of the research 1.2 Rationale of the study 1.3 Research aims 10 1.4 Significance of the research 10 1.5 Outline of the research 11 CHAPTER - LITERATURE REVIEW 12 Introduction 12 2.1 The importance of English speaking skills 12 2.2 Public speaking 14 2.2.1 Definitions 14 2.2.2 The importance of public speaking to third-year English majors 15 2.2.3 Criteria of a good speech 16 2.2.4 Public speaking as a process 19 2.2.5 Overview of course outline and evaluation form currently used at HUCFL 20 2.2.6 Problems in public speaking commonly faced by English majors 20 2.3 Definition and purposes of feedback 22 2.3.1 Definition of feedback 22 2.3.2 Purposes of feedback 23 2.4 Teacher feedback 24 2.4.1 The role of teacher feedback 24 2.4.2 Components of teacher feedback 24 2.4.2.1 Corrective feedback 24 2.4.2.2 Assessment feedback 25 2.4.2.3 Kinds of feedback 25 2.4.2.3.1 Positive and negative feedback 25 2.4.2.3.2 Content feedback and form feedback 26 2.4.2.4 Forms of teacher feedback: written vs oral feedback 27 2.4.3 Teacher feedback in public speaking 27 2.4.3.1 Feedback on verbal language 27 2.4.3.2 Feedback on non-verbal language 29 2.5 Errors and error correction 29 2.5.1 Definitions and causes of error 29 2.5.1.1 Definitions 29 2.5.1.2 Causes of errors 30 2.5.2 Kinds of errors/mistakes 31 2.5.3 Techniques for correcting mistakes in speaking 32 Conclusion 34 CHAPTER - METHODOLOGY 35 3.1 Introduction 35 3.2 Research approach 35 3.3 Research site 35 3.4 Participants 35 3.5 Research methods 35 3.5.1 Questionnaire 35 3.5.2 Interview 36 3.5.3 Videotaping 37 3.6 Data analysis 38 3.7 Conclusion 39 CHAPTER - FINDINGS AND DISCUSSION 40 4.1 Introduction 40 4.2 Students‟ views towards teacher feedback on their performance in PS 40 4.2.1 Students‟ views towards the importance and necessity of TF on their performance in public speaking 40 4.2.2 Students‟ views towards the procedure of teacher feedback 42 4.2.3 Students‟ views towards content of teacher feedback 45 4.2.4 Students‟ views towards the manner of teacher when giving feedback 48 4.2.5 Students‟ views toward the difficulties when receiving TF 49 4.2.6 Students‟ views towards the improvements needed to be done on their TF 50 4.3 Components of teacher feedback in public speaking 53 4.3.1 Forms of teacher feedback 53 4.3.2 Content of teacher feedback in public speaking 54 4.3.2.1 Kinds of teacher feedback: 54 4.3.2.2 Techniques that teachers use to correct mistakes in students presentation 56 4.3.2.3 Teacher feedback on verbal language: 57 4.3.2.4 Teacher feedback on non verbal language 58 4.3.2.5 Manner of teacher in giving feedback 60 4.3.2.6 Difficulties teachers face when giving feedback: 60 4.3.3 Preferred form of performance for teacher to ease the feedback session 61 4.4 Teachers‟ suggestions on how to make TF effective in order to enhance students‟ speaking ability 62 4.5 Conclusion 65 CHAPTER – CONCLUSION AND IMPLICATIONS 67 5.1 Introduction 67 5.2 Summary of the key findings 67 5.2.1 Third-year English majored students‟ views towards their TF 67 5.2.2 Components of teacher feedback on SPPS 67 5.2.3 Suggestions of improving TF to enhance students‟ speaking ability 68 5.3 Implications 68 5.3.1 For students 69 5.3.2 For EFL teachers 69 5.3.3 For policy makers 71 5.4 Limitations 72 5.5 Suggestions for further studies 73 5.6 Conclusion 73 REFERENCES 74 APPENDICES 80 Appendix 1A Questionnaire for EFL students (English and Vietnamese version) 80 Appendix 1B Questionnaire for EFL teachers 89 Appendix Questions for semi –structured interview with EFL 95 Appendix Video Analysis – methodology 96 Appendix Transcribed video recordings 100 Appendix Result from video analysis 113 Appendix Result from EFL teachers‟ questionnaire 131 Appendix Samples of evaluation sheet at Hue College of Foreign Languages LIST OF ABBREVIATIONS BA: Bachelor of Arts EFL: English as a second language HUCFL: Hue University College of Foreign Languages MA: Master of Arts PS: Public speaking SPPS: students‟ performance in public speaking TF: teacher feedback TFPS: teacher feedback in public speaking Vid.T3: Video Recording of the teacher Vid.T5: Video Recording of the teacher Vid.T7: Video Recording of the teacher Vid.T10: Video Recording of the teacher 10 LIST OF TABLES Table 4.1 The necessity of teacher feedback on students’ performance in PS Table 4.2 Preferred teacher feedback procedure Table 4.3 Students’ views towards the advantages of teacher feedback Table 4.4 Students’ views towards teacher’s manner of giving feedback Table 4.5 Improvements should be made on teacher feedback Table 4.6 Difficulties in giving feedback Table 4.7 Teacher’s suggestions on their feedback on students’ performance in public speaking LIST OF CHARTS Chart 4.1 Students’ views towards the importance of teacher feedback in PS Chart 4.2 Forms of teacher feedback Chart 4.3 Students’ views on the content of teacher feedback in PS Chart 4.4 How students grasp their teacher feedback ABSTRACT This study was carried out with the aim to investigate the current practice of teacher feedback on third-year English majors‟ performance in public speaking at Hue College of Foreign Languages (HUCFL) It particularly seeks to examine (1) students‟ views towards their teacher feedback, (2) the components of teacher feedback and (3) teachers‟ suggestions on how feedback can be improved to enhance speaking skills The subjects for this study consisted of 80 third-year students majoring in English, and ten teachers of public speaking at HUCFL The data were collected through questionnaires, interviews and video recordings, and then analyzed based on both quantitative and qualitative approaches The qualitative approach played the dominant role in this research The findings of the research showed that, a vast majority of students acknowledged the vital role of teacher feedback on their performances in public speaking and hoped that their teachers listened carefully to their performances and spent more time giving them feedback Regarding the components of teacher feedback, questions on the form of feedback, techniques of corrective feedback, feedback on verbal language and nonverbal language, and the preferred form of presenting a public speech were all employed in the public speaking sessions Also, regarding the difficulties that teachers encountered when giving feedback, there were problems such as class size and time allocated for giving feedback Many valuable ideas were suggested by teachers, especially the time reserved for teacher feedback and providing opportunities for self - evaluation of students Based on these findings, some pedagogical implications were made at the end of the research concerning students, teachers and administrators, with the objective of improving the teaching and learning experience of English speaking at HUCFL CHAPTER I – INTRODUCTION 1.1 Background of the research Nowadays, due to globalization, English is widely used in every part of the world In Vietnam, since the doi moi policy was implemented in 1986, along with the open door economic and education policies and especially for greater opportunities to go abroad, English has become a more important language compared to other foreign languages In the scheme for foreign language education at the national level, English is considered the most important foreign language (MOET, 2006) English is now taught not only in schools and universities but also in most foreign language centers across the country in order to meet the increasing needs and requirements of international communication Gone are the days when learners of English just wanted to be good at grammar; to acquire as much vocabulary as possible so that they could read, understand and even write documents in English Nowadays, as there are more opportunities to directly contact non-Vietnamese people, more people need English for daily communication than ever before For this reason, it is very important for every learner of English to develop good English speaking skills To become a competent user of any language, especially English, a successful learner needs to possess both receptive skills (reading and listening) and productive skills (speaking and writing) Of the four skills, speaking may be the most challenging for learning as well as teaching Teachers have found it is difficult to develop their students‟ speaking skills after reading and writing (Forseth, et al, 1995:35) Teaching speaking skills is not easy because the learners share a mother tongue and there is little chance for them to be in contact with English outside classroom (Baresnihan & Stoops, 1996; Nguyen, 2004) In an academic setting, especially at a college of foreign languages, students are encouraged to develop their critical thinking and learn how to present it in front of many people In other words, they should be trained to develop their communication skills One of the best ways to achieve this goal is teaching students how to speak in public As students are now required to have more and more oral presentations in many subjects, there is a real need for them to learn public speaking At Hue College of Foreign Languages (HUCFL), public speaking is taught for third-year English - majored students in the first semester This subject awards three credits and is taught over 45 periods In this course, the students are required to present one chosen and prepared topic in front of the whole class Typically, the students will rely on the theory of public speaking presented in course outline and apply it to their presentations The students are familiar with the evaluation sheet provided at the end of their course book, from which they know the criteria of a good speech However, only when teachers show their feedback (both in written and spoken) on students‟ real performances, will students know their good points as well as their bad points These comments will guide them in bettering their skills of speaking in public for English as well as for other subjects in the future Thus, teacher feedback on students‟ presentations plays an important role in teaching the speaking skill in general and public speaking in particular 1.2 Rationale of the study Rivers and Temperly (1978, p.3) stated that “…being able to understand a language but not speak it can have specialized utility (for the employment of foreign language films, broadcasts, plays and songs, or for professional monitoring purposes) but is very frustrating in normal communication situations” This comment shows the importance of speaking skills in communication Actually, every language learner when studying a language wants to be good at speaking Giving feedback is one of the most important factors in helping learners achieve the goal According to Gower et al (1995, p.163), giving feedback is one of the most important responsibilities of a teacher By providing ongoing feedback, you can help your students evaluate their success and progress Besides, Dörnyei (2001) emphasizes that the most effective means towards promoting effort attributions is the feedback teachers give to students By giving correction feedback, teachers can help students recognize their errors and/or mistakes so that they will not make them again As a whole, if teachers give feedback in the correct way, they will help better students‟ performances One concern of Vietnamese teachers is how to give students sufficient feedback in order to help students recognize their ability in speaking and what they have to to better their performance in not only English but also in oral presentations of other subjects The researcher has decided to conduct a study on teacher feedback While many researchers have studied teacher feedback on English writing skill (e.g., Zacharias, 2007; Tran, 2007; Van, 2007), or if they did on speaking skills, they focused only on errors and corrective feedback (Ancker, 2000) For example, Tran (1999) studied teacher feedback on students‟ spoken English; however, at the project was focused on the high-school level, which, at that time, did not have a real “speaking class” as students did not have a separated teacher feedback session due to the limited time of the syllabus A recent study done by Thai (2007) follows this research‟s approach; however, it focused on teacher written feedback on academic writing This means, there is still a gap in research on teacher feedback in teaching speaking skill Therefore, a study on teacher feedback on students‟ speaking performance is imperative 1.3 Research aims This research aims to investigate actual teacher feedback on students‟ performances in public speaking and students‟ perceptions about it It particularly attempts to answer the following questions: What are third-year English majors‟ views towards the teacher feedback on their performance in public speaking at Hue College of Foreign Languages? What are the components of teacher feedback on students‟ performance in public speaking? How can teacher feedback be improved to enhance students‟ speaking abilities? 1.4 Significance of the research The research is set out to investigate teacher feedback on students‟ performances in public speaking, which is considered one of the most challenging subjects to teach successfully With a view to improve the teaching and learning of speaking skills especially public speaking performances of students, the findings of the thesis, to some extent, can benefit teachers, students and the researcher herself 10 TEACHER FEEDBACK SESSION – T10 Table 1: Kinds and forms of teacher feedback Kinds of Yes ()/ feedback No (0) Words used to give feedback In general, your presentations are good in terms of organizations, in terms of information and in Positive feedback  terms of manner of delivery (Written feedback) Your pronunciation is good (Individual feedback – Dieu) You talk monotonously… That‟s not good Negative feedback  Especially, today Thanh Cong, I‟m afraid your pronunciation prevents me from giving you good marks Content feedback  Form feedback  Oral feedback  (Written feedback: The speech is informative) (Individual written feedback): not very persuasive (The teacher used Form of Evaluation Sheet to Written feedback  give detailed feedback He also gave marks on the spot) (See Appendix – Form of Evaluation Sheet) Video feedback 127 Table 2: Corrective feedback and techniques teacher used to corrective feedback Name of techniques Yes () No (0) Words to illustrate Ask for clarification Cueing Eliciting We memorize, no problem, but Explanation you have to show that what you are  talking about here is from your emotions Meta-linguistic feedback Repetition Recast Using Gestures Explicit correction  Remodel a correct  response Written corrections 128 Table 3: Feedback on verbal language Criteria Yes () Words to illustrate No (0) Simplicity and Clarity Color of language use Concreteness Correctness Conciseness Some have hesitations, (Written feedback) practise for fluency Fluency  And please pay attention to your intonation, it is very important, important in public speaking! Accuracy  Serious, Allow, Pregnant, legal Pronunciation (Feedback to Thanh Cong‟s) Try to  pronounce “The” sound 129 In grammar, experts never say “According to me” but “In my opinion”, “To me” There are many children don‟t eat on time!  Be careful with your grammar, grammar Many presenters today made many grammatical mistake, many here , pronunciation as well: “Su phat trien” how you pronounce it? , development Development “Cam giac thay met” how you say that? Ss: tired “Cac phuong tien truyen thong”  media Please pay attention to the final sounds, for example: many seasons, very important in English Extra question 130 Table 4: Feedback on non-verbal language Criteria Yes ()/ Words to illustrate No (0) Stance and posture Eye contact Facial expression (written feedback): gestures, be more natural Gestures …especially Ngoc Thuy, yeah, your  voice, your gestures show to be very convincing Self-confidence  Be more active, some hesitations …especially Ngoc Thuy, yeah, your Voice  voice, your gestures show to be very convincing Manner of delivery: talk from memory Others Be more active, some hesitations 131 APPENDIX – RESULT OF EFL TEACHER QUESTIONNAIRE QUESTIONNAIRE FOR EFL TEACHERS This questionnaire aims to collect data for my MA research entitled “A study on teacher feedback on third-year English majors’ performance in public speaking at Hue College of Foreign Languages” Please read the following questions carefully and circle the letter that you think is true for you For some questions, you can choose more than one possibility or you can give your own opinions Thank you very much for your participation! Notes TF: teacher feedback PS: public speaking Part I: Personal information Name: (optional) Age: Gender:  Male  Female How long have you been teaching public speaking? There are 10 teachers taking part in the interview in form of questionnaire There are males and females They are current teachers and ex-teachers of PS Two teachers: the first time they teach PS Others teach PS from years to 10 years In short, their experience is enough to share 132 Part II Please tick () the answers that you find most appropriate You can choose only ONE answer What are the main aims for teaching Public speaking at Hue College of Foreign language you think? You can choose MORE than one answer 8/10A To provide students with basic rules and techniques in preparing and delivering a speech 8/10 B To help students practice and develop essential skills in selecting and narrowing the topic, structuring and delivering a speech effectively 6/10 C To build up students‟ self confidence for them in learning speaking and job interview after they graduate 7/10 D To develop the students‟ ability to give a speech or to talk in public 3/10 E To help student be confident and know how to persuade people in public E Others (please specify) What you think about teacher feedback on students’ performance in public speaking? (in terms of its importance, its role?) You can choose MORE than one answer 7/10 A It is really important and necessary It helps students realize their strengths and weaknesses 7/10 B Teacher feedback gives guidance, corrections to students and builds up their confidence 3/10 C It is very important because if we not give them comments, they not know their mistakes and how to correct them D Others (please specify) Which form of performance you think is easier for you to give feedback in PS? D Group performance (2/10) E Dual performance F Individual performance (8/10) D Others (please specify): 133 What are the components of your teacher feedback in public speaking? You can choose MORE than one answer 9/10 A Content (topic choice, preparation, structure, etc.) 8/10 B Manner (eye contact, posture, movement, enthusiasm, confidence, etc.) 8/10 C Techniques (turn taking, audience involvement, visual aids, dealing with questions etc) 9/10 D Language use (pronunciation, vocabulary, grammar) E Others (please specify) What form of feedback you often give to students’ performance? 5/10 A Oral feedback 1/10 B Written feedback 4/10 C Combination of oral feedback and written feedback D Others (specify) T7: combination of oral feedback, written feedback and video feedback T1: More oral, a little written Oral give immediate feedback, written helps more detailed and format comments In your opinion, which form is more effective? T7: The combination of oral, written and video feedback would be the most effective Oral feedback: immediate feedback can help students notice the comments right away but they may not remember/recall all about what they‟ve done in their presentation So if they can watch the video of their presentation again, based on the written feedback, they can notice the comments and see their own strengths and weaknesses more clearly… T10: both, but to save time, we only give written feedback T3: Oral feedback, based on criteria on an evaluation sheet This kind of feedback is more effective What kinds of teacher feedback you often use to give feedback on students’ performance? You can choose MORE than one answer 9/10 A Positive feedback 8/10 B Negative feedback 8/10 C Content feedback 7/10 D Form feedback 134 1/10 E Video feedback F Others, please specify Please tick the feedback procedure that you are carrying out or used to carry out: 2/10 A Students‟ performance (peer feedback sheets are given beforehand) teacher asking for peer oral feedback  teacher oral feedback teacher‟s full written feedback and marking at the end of semester 4/10 B Students‟ performance  Teacher‟s prompt feedback after each performance  whole class oral feedback  marking at the end of the semester C Students‟ performance  Teacher‟s feedback and spot marking after 2-3 performances  whole class oral feedback 2/10 D Students‟ performance (peer feedback sheets are given beforehand)  Teacher video tapes each performance  T asking for peer feedback  General teacher oral feedback  Detailed feedback and marking at the end of semester 1/10 E Detailed teacher feedback during learning process individual performanceTeacher‟s marking without detailed comments general oral feedback on each student F Other, please specify: T1: Take notes and leave until the presenter finishes his work T3: I always start with peer feedback then teacher feedback In teacher feedback, the positive aspects come first and then the negative ones Both content and form are mentioned T10: First, students practise PS, then both T and peers give comments, without giving marks Then Sts PS, only T writes down comments To save time, PS is done in groups, each individual student is in charge of one part, and T evaluates each student‟s performance of his/her part How you give feedback to students? 1/10 A In group 4/10 B individually 4/10 C In group then individually D Others (please specify) 135 T7: In individual/ In group then in individual: depending on the students‟ presentation as a group or individual T3: Feedback on the performance of the whole group preceeds the feedback T1: Both group and individual What is the order of your criteria in giving feedback to students? Please number in the order from 1- 12 ….Pronunciation …Grammar … Manner of delivery …Verbal language …Nonverbal language …Confidence …Fluency …Accuracy …Eye contact …Gestures …Visual aids (Powerpoint Slides) …Question handling …Cooperation within the group members Your opinions: T1: I think I often give feedback to all the areas I can not say which one is the most important, as it depends on what areas students are still weak at T2: 1.Confidence Pronunciation Fluency Manner of delivery Verbal language Accuracy 7.Nonverbal language Visual aids (PP slides) Question handling 10 Cooperation within the groups 11 Eye contact 12 Gestures 13 Grammar T9: Verbal language Pronunciation Grammar 4.Manner of delivery 5.Nonverbal language 6.Confidence 7.Fluency 8.Accuracy 9.Eye contact 10 Gestures 11 Visual aids (Powerpoint slides) 12 Question handling 13 Cooperation within the group T6: Verbal language (Fluency, Accuracy, Pronunication, Grammar) Nonverbal language (Eye contact, Gestures) Confidence Manner of delivery Visual aids (PP slides) 136 Question handling Cooperation with the group members T5: I cover all of those things but not in any set order By doing this, I can vary my way of giving feedback so that students wouldn‟t feel bored listening to feedback T7: some criteria are in groups, so they‟re not in a fixed order Mr Tuan: Manner of delivery Fluency Cooperation within the group members Pronunciation Accuracy Nonverbal language Verbal language Confidence Gestures 10 Eye contact 11 Visual aids (PP slides) 12 Question handling 13 Grammar T10: Manner of delivery (confidence, gestures = non-verbal language, eye contact, visual aids + fluency) Verbal language: Grammar, Vocabulary, Pronunication = Accuracy T4: Pronunciation Manner of delivery Nonverbal language Grammar Visual aids (Powerpoint Slides) Which one is the most important, you think? T2: Pronunciation T3: all of them are of equal importance T6: Language and manner of delivery T7: Fluency can be the most important point T8: way of delivery T9: Verbal language T10: manner of delivery 10 Could you give some examples of comments (feedback) for a good or an excellent performance of students? For a poor performance? Good performance: This is completely an excellent piece of work, well-prepared, informative (Comments for a good performance of students: from general to detailed comments) (Group): Well-done You were well prepared Your slide designs were eye-catching and relevant You involed all the audience in your presentation and handled the questions effectively (Individual): You were self-confident and enthusiastic You had a good voice with clear and comprehensible pronunciation The use of vocabulary and grammar was varied In addition, you had good eye contact with the audience, and appropriate posture and movement (Content) Ideas should have been added to illustrate the main points of the topic 137 I like the way you introduce the topic very much / You look fresh/ natural/graceful./ You have sweet voice./ You must have practised a lot./ You are obviously well-prepared You did a very good job in… You showed great confidence with good eye contact with the audience You made a very good engagement of the audience into your presentation by eliciting some interesting questions It‟s a very fluent presentation with smooth links between the sections Well-done I think you have persuaded me and your friends to believe in what you said without doubt (self-confident, fluent, & good non-verbal language) Poor performance: If more effort is put into this/ that, it is definitely a good work It would be greater if you could manage your time more effectively How you think you can make your introduction more attractive and involving to all the audiences? (Nonverbal language) Why didn‟t you look at the audience during your speech? Your voice is loud enough; however, there‟re some mistakes in your pronunciation… You should maintain more eye contact with the audience You forget to involve audience in your presentation If I were you, I wouldn‟t…(do something) You need to try harder to make yourself understood before make people believe It could be better if you … 11 What are some of your techniques in error correction in a public speech? You can choose MORE than one answer A Explicit correction B Recast C Repetition D Clarification request E Meta-linguistic feedback (e.g signal a learner that there is an error in the form of her message) F Implication G Using gestures 138 H Remodeling a correct response I Written corrections K Cueing L Explanation M Others (please specify) T1: Depending on each situation a teacher might use one of the mentioned techniques, but never interrupt or signal a presenter when he‟s giving his speech T2: Explicit correction, Remodeling a correct response, Explanation T3: Explicit correction, Repetition, Clarification request, Explanation T6: Clarification request, Explanation Help ss to recognize the mistakes and self-correction first, then if they can‟t, peer-correction or teacher-whole class correction T5: Explicit correction, Meta-linguistic feedback, Explanation T7: Explicit correction, Recast, Clarification request, Implication, Written corrections, Cueing T8: Explicit correction, Explanation T9: Explicit correction, Recast, Clarification request T10: Explicit correction, Written corrections T4: Recast, Repetition, Clarification request, Explanation Which one you often use? T3: Eliciting T7: Meta-linguistic feedback, Implication T4: Clarification request 12 What are the difficulties that you face when giving feedback? You can choose MORE than one answer 7/10 There are a lot of students 7/10 Sometimes, there are too many errors to be given feedback 6/10 There is not enough time The students are bored with listening to teacher give negative feedback on their performance 2/10 Sometimes I am afraid that my feedback will be misunderstood as discouraging students‟ efforts 4/10 Language choice in giving feedback in order not to hurt them H Others (please specify): 139 13 What suggestions can you have to make teacher feedback on students’ performance more effective and can enhance the speaking skills of students? You can choose MORE than one 5/10 Listen carefully what students perform and take careful notes to make detailed comments 7/10 Have a separate written feedback sheet for every student for his/her performance 2/10 Let students find out their mistakes first, then point out all the mistakes in students‟ speech later 4/10 Only focus on some common and important mistakes 1/10 Spend more time giving feedback to each student 4/10 A more detailed evaluation sheet is needed 2/10 It is necessary for the teacher to give more oral feedback Other suggestions (Please specify): T1: read more extensively about techniques for giving feedback and techniques of delivering a speech Or practice giving feedback for a long time You may consult your senior teachers As long as you – a teacher- is a master of the techniques, you can ease the feedback-giving section T2 A.Design an evaluation feedback can be assessed 1.introduction is introduction effective? or does it draw attention? 2.content is content well-organised? how the ideas generated suitable to the purpose of the speech? 3.voice quality is the voice loud and clear ? 4.non-verbal communication are gestures used suitable? 5.eyecontact Does speaker look at the audience? 6.visual aids what types of visual aids are used? 7.posture you stand straight and well-centred? 8.conclusion what types of strategies are used? or B Giving constructive feedback through peer evaluation or collaborating to share for improvement C.Asking some questions related to the speech in order to focus on the centre of the speech and to check pronunciation, fluency and accuracy 140 T3: The teacher should start with the positive aspects of the students‟ performance, and then move on to the enegative ones Try to focus more on the positive areas With the negative areas, use encouraging phrases Pay attention to both the content, the language use and the manner of delivery Thank you for your help! 141