The linguistic characteristics of teacher feedback in classrooms at Hanoi College of Industry and Economics

Abstract

In classroom interactions, teachers not only engage in direct speaking turns but also utilize feedback turns, which play a crucial role in shaping students’ attitudes and engagement. While most previous research on the “characteristics of teacher feedback language in the classroom” has centered on elementary education, each educational level involves students of varying age groups, requiring teachers to adapt their feedback strategies to optimize classroom interaction. This article explores the distinctive features of teacher feedback language at the college and university level, highlighting how it differs from feedback language used in elementary education.