Résumé:
The present study investigated the effects of integrating students’ feedback on teacher talk
(TT). It aimed at observing the adjustments applied to teachers’ speech along with the
acknowledgement of students’ preferences. In this context, it was hypothesized that
eliciting students’ feedback can influence teacher talk. A quasi experiment was carried out
through the use of a students’ feedback questionnaire and classroom observation. After
observing them for two sessions, two WE teachers at the University of Mohamed Seddik
BenYahia Jijel were handed their students’ feedback and subsequently observed for two
further sessions. Inspired by the students’ feedback, a noticeable difference in the two
teachers’ talk was indicated in the findings. Most of the modifications carried out were in
line with those preferred by the learners. These include both formal and functional
adjustments of the teacher talk. This work advocated the importance of students’ feedback
as a basis for the teaching adjustments. The latter would allow the improvement of the
teaching and learning experience.
