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All Journal INFERENCE: Journal of English Language Teaching
Agus Gumilar
Universitas Indraprasta PGRI

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AFFIRMATION PRACTICES ANDTEACHER FEEDBACK IN ENHANCINGSTUDENTS' SPEAKING SKILLS IN EFLCLASSES AMONG HIGH SCHOOLSTUDENTS Agus Gumilar; Hanna Sundari; Oom Rohmah Syamsudin
INFERENCE: Journal of English Language Teaching Vol. 8 No. 1 (2025): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v8i1.1384

Abstract

This research investigates the impact of self-affirmation practices and teacher feedback on students' speaking skills in EFL classes, focusing on students in grades XI at two vocational high schools in Karawang, Indonesia. Using a qualitative case study design, this research identifies the self affirmation practices that students employed before participating in classroom speaking activities. It also examines how teacher feedback, both corrective and encouraging, shapes students' perceptions and performance. The findings highlighted the importance of integrating self-affirmation and effective feedback in EFL classrooms, as well as the need for teacher training to create a supportive learning environment. This study has implications for EFLeducators, curriculum developers, and policymakers, showing that psychological reinforcement in language teaching can address students' emotional needs, leading to improved speaking proficiency and confidence.  
Co-Authors Hanna Sundari Oom Rohmah Syamsudin