Characteristics and Effectiveness of Teacher Feedback on Online Business English Oral Presentations

The present study attempted to probe into the role of teacher feedback in an online learning environment during the COVID-19 pandemic. It aimed to investigate the characteristics and effectiveness of teacher feedback on online business English presentations and also to explore EFL learners’ attitudes toward teacher feedback. The participants were one class of 24 sophomores majoring in Business English. By analyzing data from transcriptions of teacher feedback on presentation rehearsals, assessment scores, questionnaires, and students’ self-reflective journals, the study found that teacher feedback was focused on both content- and delivery-related components, but new sub-components were added to delivery-related teacher feedback, such as technology use, timing, and teamwork. It also proved the positive effect of teacher feedback on improving students’ oral presentation quality in various aspects. Additionally, it was found the participants held quite positive attitudes toward teacher feedback. However, some issues also arose in an online learning context. Therefore, pedagogical implications were provided based on the research findings and in response to the challenges of online education.