THE ROLE OF TEACHERS’ FEEDBACK IN IMPROVING YOUNG LEARNERS’ LANGUAGE SKILLS

Abstract

This study explores the role of teachers’ feedback in enhancing young learners’ language skills, including vocabulary, grammar, pronunciation, and oral communication. Using a mixed-method approach involving classroom observations, student assessments, and teacher interviews, the research identifies the types, timing, and strategies of feedback that most effectively support language development. Results indicate that timely, specific, and constructive feedback significantly improves students’ linguistic competence and confidence. The study underscores the importance of integrating corrective, formative, and motivational feedback into daily teaching practices to foster active participation, experimentation, and long-term language proficiency. Implications for educators highlight the need for deliberate feedback strategies tailored to young learners’ developmental needs.