Enhancing EFL Learners’ Oral Proficiency Through Teachers’ Positive Feedback Case Study: First Year EFL Students’ at Chadli Ben Djedid University El-Tarf

Abstract

This study aims at investigating the importance of teachers' positive feedback in enhancing students’ oral proficiency. We hypothesized that teachers' positive feedback develops learners’ oral performances. Thus, we conducted this research with 30 first year students of English as a foreign language (EFL) at Chadli Ben Djedid University EL_ Tarf and nine(09) teachers from the same university. We administered two questionnaires for both teachers and students to gather the required data through descriptive research method for this study. Therefore, the results collected from those questionnaires showed that using teachers' positive feedback fosters learners' disposition to perform orally in front of audience and overcome the difficulties that affect their oral production such as: Anxiety, shyness, mother tongue use.... etc. It is recommended that teachers could provide students with the appropriate feedback to guide, correct and motivate them for promoting better oral productions throughout their learning process.