Dissertation
Towards better L-1oral language education: perspectives on good quality oral language teaching and the role of feedback
L1-oral language education is widely regarded as essential for developing communicative competence and critical thinking. However, as a research domain it remains relatively underexplored. The aim of this study was to identify effective elements and challenges within oral language education and to contribute to its improvement.
- Author
- Anneke Wurth
- Date
- 05 November 2025
- Links
- Fulltext in Leiden University Scholarly Publications
The research focused on upper-secondary classes (havo and vwo) in Dutch L1-education, with an increasing emphasis on the role of feedback in oral language lessons. The initial study, based on international literature, identified five key elements of high-quality oral language instruction and formulated broader recommendations for practice. Three subsequent classroom studies yielded insights consistent with assessment for learning principles, highlighting the importance of effective feedback, repeated practice, and reflection. Teachers and students valued diverse forms of feedback but also expressed concerns regarding their implementation.
One key conclusion was the need to develop a continuous learning trajectory for speaking skills, incorporating recurring cycles of practice and feedback. Particular attention should be paid to self-evaluation, speaking anxiety, a safe learning environment, and social classroom dynamics. Teachers emphasized the importance of feedback training and cross-curricular collaboration to alleviate time constraints and to establish a school-wide, coherent curriculum for feedback and speaking proficiency.