AN ANALYSIS OF SPEECH ACTS USED BY ENGLISH TEACHER IN GIVING FEEDBACK DURING CLASSROOM INTERACTION

Abstract

This study aims to examine the types and functions of speech acts employed by English teachers when delivering feedback during classroom interactions, focusing on their pragmatic roles in supporting language learning. Using a qualitative descriptive research design, the investigation is grounded in Speech Act Theory by Searle (1975) and Austin (1962), which provides a theoretical framework for analyzing classroom discourse. Data were collected through audio recordings, verbatim transcripts, and observation notes in authentic English as a Foreign Language (EFL) classroom contexts. Employing purposive sampling, the study involved experienced English teachers whose feedback was systematically analyzed using Searle’s taxonomy of speech acts. The findings indicate that assertives and directives dominate classroom feedback, fulfilling cognitive and instructional roles by confirming correctness and guiding student participation. Expressives, such as praise and encouragement, support learner motivation and emotional engagement, while commissives and declarations though less frequent serve to strengthen relational trust and assert institutional authority. These results highlight the multifunctional nature of teacher feedback, positioning it not merely as evaluative discourse but as a strategic pedagogical tool that facilitates learner engagement, regulates behavior, and enhances language acquisition. The study contributes to the global discourse on pragmatic competence in language education and suggests the integration of pragmatic awareness and communicative strategy training into EFL teacher development programs to optimize classroom interaction and improve learner outcomes.