Teachers’ Corrective Feedback and Students’ Speaking Anxiety in EFL Speaking Classes

Adelia Yuli Izzati(1*), imam santosa(2)


(1) Universitas Esa Unggul
(2) Universitas Esa Unggul
(*) Corresponding Author

Abstract


The This study investigated students’ experiences of corrective feedback in EFL speaking classes and examined its relationship with speaking anxiety. The research employed a qualitative approach using semi-structured interviews to explore how students perceived corrective feedback provided by lecturers during speaking activities. The participants were university students enrolled in speaking classes, and the data were analyzed through thematic analysis supported by ATLAS.ti to identify recurring patterns and themes. The findings revealed that corrective feedback was frequently used in speaking classes and played a crucial role in raising students’ awareness of their speaking performance, particularly in terms of pronunciation, clarity, and language use. However, the results also indicated that corrective feedback was closely associated with students’ emotional responses. While some students perceived feedback as helpful and motivating, others experienced increased speaking anxiety, especially when feedback was delivered publicly or required immediate responses.

Keywords: corrective feedback; speaking anxiety; EFL speaking; students’ perceptions; qualitative study



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References


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DOI: https://doi.org/10.26714/aree.4.2.2026.36-53

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Applied Research on English Education (AREE)

e-ISSN: 2962-1607

Published by: Faculty of Educational Science and Humanity, Universitas Muhammadiyah Semarang