THE ROLE OF FEEDBACK IN DEVELOPING SPEAKING SKILLS IN PHILOLOGY STUDENTS
Keywords:
feedback, speaking skills, philology students, communicative competence, fluency, pronunciation, peer feedback, self-reflection, AI-assisted learning, language teaching, oral communication, speaking anxiety.Abstract
Speaking is considered one of the most essential yet challenging skills for philology students learning English as a foreign language. Many learners possess sufficient grammatical knowledge and vocabulary but struggle to express ideas fluently and confidently in real communication. Among various pedagogical approaches, feedback plays a crucial role in improving learners’ speaking performance, fluency, pronunciation, confidence, and communicative competence. This article examines the role of feedback in developing speaking skills among philology students. It analyzes different forms of feedback, including teacher feedback, peer feedback, self-reflection, and AI-assisted feedback. Drawing on classroom practices, contemporary research, and communicative language teaching principles, the study highlights how constructive and timely feedback contributes to learners’ oral development. The article also discusses practical strategies such as role-plays, reflective speaking activities, voice recordings, and digital tools that help students improve their speaking proficiency. Furthermore, the paper emphasizes that effective feedback not only corrects errors but also motivates learners, reduces speaking anxiety, and promotes learner autonomy.
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