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I believe very strongly that the teacher must have established a warm and trusting relationship with her students in order for them to take her corrective comments lightly and attentively. Once she has established this bond, then she can provide feedback in a friendly way. She must start with phrases like: I'm so proud of you! Or Look how far you've come! Now why don't you work on improving your tone or your pronunciation or your spellings etc. This way the students don't get demotivated and value the teacher's feedback. They strive to come upto her expectations.

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Offering feedback on students' speaking skills is most effective with a balanced, encouraging approach. I start by focusing on their strengths to help boost their confidence. Being specific and constructive is essential, so I concentrate on one or two improvement areas instead of overwhelming them with too much critique. I also encourage students to reflect on their performance, which builds self-awareness and responsibility. I keep a supportive tone throughout to make sure they feel motivated rather than discouraged. This way, I create a positive environment where students feel comfortable making mistakes and are inspired to keep progressing.

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Provide positive feedback first, highlighting what the student did well. Then, offer constructive suggestions in a gentle, specific manner, focusing on areas they can improve. Use encouraging language like, "Next time, try..." or "One way to make it even better is...". Also, encourage self-assessment, so students feel involved in their own progress rather than discouraged by corrections.

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Giving feedback on speaking skills can be tricky, but here are some effective ideas to keep it positive and helpful:

1. ﻿﻿﻿Start with the Good Stuff: Always kick off with what they did well. It boosts confidence and shows them you appreciate their effort!

2. ﻿﻿﻿Be Specific: Instead of vague comments, point out specific things. Like, "Your pronunciation was great on that word!" or "I loved how you used gestures to emphasize your points!"

3. ﻿﻿﻿Use "I" Statements: Frame feedback with "I" statements to make it feel less like criticism. For example, "I noticed you seemed a bit nervous when..." instead of "You were nervous."

4. Encourage Self-Reflection: Ask them how they felt about their speaking. Questions like, "What do you think went well?" can help them think critically without feeling judged.

5. ﻿﻿﻿Set Goals Together: Work with them to set achievable goals for improvement. It makes it a team effort and keeps them motivated!

6. ﻿﻿﻿Offer Resources: Share tips or resources that can help them improve. Maybe a fun video or a practice app.

7. ﻿﻿﻿Keep it Light: If appropriate, use humor or a light tone to ease any tension. Just be careful to keep it friendly.

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Speaking is a productive skill, and is acquired in a better way with the situation and encouraging learning environment. Students should be also motivated to speak in English and for this engaging activities and positive constructive feed back rather feed forward remarks play a vital role. Don't demotivate the students with negative or too state forward remarks, rather cover them with the blend of positive and suggestive remarks. Sandwich remarks is the best technique for this (the same we use on PTM and on report cards). Start with a very positive, encouraging remark, then add on the areas of improvement and ending with some other stimulating one. One thing highlighting the mistake or problem is not beneficial unless you attach the suggestive solutions. For speaking feed back, spot feedback is important, which could have a greater impact rather than after the listening activity when the environment is faded away. Correcting the words or sentences there and then without even pointing out is very effective.

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The most important thing to remember is that learning a language requires not just skill but also confidence. Therefore it is imperative for an instructor to not just teach the language but work on building the learners’ confidence as well. Some ways of providing feedback to students could be:

Letting a student finish talking without any interruptions.

Correcting students during one on one sessions and not infront of their peers.

Allowing students to correct and reorganize their work and present it again.

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When presenting, and if interrupted, the student gets nervous and forgets the ideas to present, therefore, it is always better to give them a positive feedback after they finish, highlighting areas of improvement with examples and suggestions of resources to get guidance or practice. Reinforcement and revision for children of early years work wonders.

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If a child is in the middle of a group discussion, teacher can simply note down what is wrong and can share the feedback individually after the discussion without interrupting the flow of the discussion.

If the students are responding to their teacher by using incorrect grammar or vocabulary, teacher can rephrase the sentence. This would be helpful for other students too. Teachers need to be polite and encouraging while giving a feedback, so that students will not hesitate to reach out to their teachers.

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I believe providing feedback on students' speaking abilities requires a balanced and supportive approach. I always start by highlighting their strengths, which helps build their confidence. It's important to be specific and constructive, focusing on one or two areas for improvement rather than overwhelming them with too much criticism. I also encourage self-assessment by asking students to reflect on their own performance, which promotes self-awareness and accountability. Throughout the process, I maintain a supportive tone to ensure they feel encouraged rather than discouraged. This method fosters a positive learning environment where students feel safe to make mistakes and continue improving.

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When providing feedback on speaking without discouraging the speaker, it’s essential to start by highlighting the positives to build their confidence. Be specific about areas for improvement, which helps the speaker understand what to work on. Using "I" statements can make your feedback feel more personal and less critical; for example, saying, "I noticed your pacing was a bit fast," emphasizes your perspective. Encouraging questions fosters a dialogue, showing you value their input. Offer constructive suggestions instead of just pointing out flaws, providing actionable steps for improvement. Conclude with encouragement to reinforce your belief in their potential, and consider following up later to check on their progress. This approach creates a supportive environment that motivates rather than discourages.

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We can give them feedback by repeating the incorrect sentences correctly, through this they can correct themselves and will not feel being discouraged. Secondly, we can have a diary with us to note down the mistakes of the students and we can guide them or correct their errors separately.

This will gain confidence among the students to speak in English.

Secondly we need to give them a confidence that it's their second language and it will take time to have a command on it.

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When providing feedback on students' speaking, it’s important to be specific by pointing out particular strengths and areas for improvement. Start by highlighting what they did well, such as their clarity, confidence, or tone, and then gently offer constructive suggestions for improvement. Balance the feedback by praising their efforts while focusing on areas that need growth, like speaking more slowly or using more expressive body language. Encourage self-reflection by asking them to share what they think went well or could be improved. Finally, give them actionable tips they can easily implement in future speaking tasks.

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The most important thing is that we should acknowledge and celebrate small improvements which leads to building students' confidence and motivation. Also praise the students' hard work and progress.

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The first thing that us teachers need to understand is that English is just a language, a medium of communication and not a measure of anybody's intelligence, most certainly not that of the students. This is not to undermine the importance of English as THE language of the global era and that is what the students should be motivated to fully comprehend. As an English teacher of a particular class I need to well verse myself with the aspect of the language that each student is interested in and what their capabilities are and to nurture those very abilities. If the teacher is capable enough to present themselves as a Model, they should certainly do so at every instance, so as to inspire their audience. Likewise, while interacting with the students, it is important to use their mistakes in spoken sentences of your own instead of correcting them on the spot, which the student may deem tantamount to patronising them. If you are correcting their written work, don't use a red/green coloured pen, which is the norm in many schools. Use a pencil if you have to and write an encouraging note at the end of their notes, highlighting their plus points first and then carefully laying down steps for improvement. You can also add hand-drawn emojis or stickers for a positive impact.

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Start with positives to make students confident and easy.

Be specific and polite.

Use I statement.

Offer constructive suggestions not passive and negative one.

Encourage self eflection.

Always be supportive and patient.

Make students autonomous.

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