Feedback Strategies for Strengthening Oral Production in English as a Foreign Language in General Basic Education

Abstract

Abstract: This study aimed to analyze the impact of teacher feedback on the development of oral English production among General Basic Education students at the Unidad Educativa Particular 12 de Octubre . The research followed a mixed-method approach integrating quantitative and qualitative data. Participants included fifth and sixth-grade students, as well as English teachers who contributed through questionnaires and interviews. Data were collected through student surveys, teacher questionnaires, and semi-structured interviews, enabling data triangulation to understand feedback practices and oral production development. The analysis considered phonological competence, grammatical accuracy, lexical competence, fluency, and communicative performance. Findings revealed that teacher feedback positively contributes to oral production, particularly in pronunciation and grammatical accuracy. However, challenges remain in fluency and spontaneous participation, as students experience difficulties maintaining continuous speech and communicating confidently. It is concluded that, although current feedback strategies support language development, further communicative activities and interactive practices are needed to promote greater spontaneity and confidence in English oral production.