TEACHER FEEDBACK STRATEGIES IN LARGE EFL CLASSES
Abstract
Teacher feedback plays a crucial role in English as a Foreign Language (EFL) learning by helping students identify errors, improve language proficiency, and develop confidence. However, providing effective feedback becomes challenging in large classes where teachers must manage numerous students with limited time and resources. This paper examines various feedback strategies that can be employed in large EFL classrooms and discusses their effectiveness in promoting student learning. The study explores written feedback, oral feedback, peer feedback, and technology-assisted feedback as practical approaches to addressing the challenges faced by teachers. The findings suggest that combining multiple feedback strategies can enhance learning outcomes while reducing teachers' workload.