Akademik Veri Yönetim Sistemi
English Language Education: Practices and Perspectives from Çukurova University School of Foreign Languages, Yonca Özkan,Meryem Özdemir-Yılmazer, Editör, Blackswan , Ankara, ss.32-55, 2025
Developing oral presentation skills is considered highly important at the tertiary level since academic education requires gaining the ability to deliver public speeches. Many studies have focused on the challenges that students face during oral presentations, types of feedback and assessment, and the benefits of technology in giving feedback on oral performances. On the other hand, to the researcher’s knowledge, a study on the comparative perceptions of teachers and students about feedback on oral presentations has not been encountered. Therefore, this qualitative study aimed to explore the perceptions of English instructors and English learners at state English preparatory schools at the tertiary level about the feedback provided and the grades given following oral presentations utilising online student and instructor surveys, student reflection forms and instructor interviews. The findings indicated that the most emphasized helpful feedback component by the students was presentation delivery, which included eye contact, audience connection, and confidence. The students also prioritized oral communication skills, visual aids, and body language, while the instructors concentrated more on content depth, style, and structure but still focused on language, delivery, and visual design. Furthermore, contrary to the widespread belief, students engaged with tailored and useful feedback more than grades. In sum, the findings demonstrate how important it is to use thorough, diverse feedback methods to enhance oral presentation skills and promote lifetime communication abilities.