Teacher Feedback: Impact on Students’ Impromptu Speech

Abstract

This study centered on the impact of teachers’ feedback on students’ impromptu speech. In addition, it aimed to unveil the aspects of students’ impromptu speech which teachers provide feedback on. This study utilized descriptive qualitative and quasi-experimental method. The participants of this study were English teachers and grade eight students from De La Salle University- Junior High School. The study utilized interview, survey, audio recording, and pre- and post-impromptu speech tests as data collection techniques. The study revealed that teachers gave more emphasis on the content of the student speech when giving feedback. Moreover, the statistical treatment showed that there is a significant difference between the pre- and post- impromptu speech scores. The analysis of students’ impromptu speeches and teacher feedback provide opportunity for teachers to reflect more on how they give feedback to their students and be more familiar with how their students deliver their speeches in terms of technical and contextual aspects of speaking. This study recommends that public speaking be offered as one of the elective subjects in English so students can enhance more their speaking skills. In the same way, teachers can be given more opportunities to be more exposed to giving quality feedback. A feedback model was made to aid teachers in giving feedback to their students during speaking performances.