An Empirical Study of the Relationship Between Teacher Feedback and Learners' Oral Proficiency in Higher Vocational and Technical Colleges

摘要

This paper presents a study of the relationship between teacher feedback and learners' oral proficiency. Questionnaire surveys administered to 380 students were conducted to elicit their attitudes towards teacher feedback, based on which feedback mode has been constructed to gratify learners' dynamic affective requirements in different stages. To test its effectiveness, an experiment was carried out in two randomly chosen classes in which different feedback strategies were respectively offered. The data were drawn from transcriptions of 126-hour audio-recordings of 80 first-year non-English majors in Xingtai Vocational & Technical College. Findings indicate that constant modification of leedback strategies to cater for students' dynamic requirements will increase their study interest, self-confidence and motivation, which in return helps improve learners' oral proficiency.