Prospective Feedback to Improve Speaking and Affective Dimensions in Higher Education Students
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Abstract
The article presents a pedagogical experience with a course of undergraduate students from various programs. The main objectives were to improve their oral skills in English, increase their self-confidence, reduce language-specific anxiety, and provide individual prospective feedback. An action research design was employed, adhering to the conditions of effective feedback proposed by Sadler (2010). Through oral assessments and a semi-structured interview, positive effects were observed in the students’ oral proficiency and their psychological factors such as self-confidence, beliefs, and anxiety.
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