This study investigates university students’ perceptions of their lecturer's use of evaluative language in the oral feedback on their presentation performance. Using appraisal as the analytical framework, we examine the lecturer's use of evaluative language in oral feedback and students’ perceptions of the effects of evaluative language features. Results show that: 1) evaluative language carrying intensified attitudinal meanings closely relevant to students’ effort and performance is perceived as a desirable option to provide specific oral feedback; and 2) questions are regarded as an evaluative device to formulate communicative feedback for academic presentations. The study concludes that students need to understand the use of evaluative language, especially those related to the constructions of a dialogic voice when lecturers invite alternative viewpoints to be discussed in the feedback process. This study highlights students’ interpretations of feedback in the oral feedback process and pedagogical implications for providing oral feedback to facilitate learning.

本研究调查了大学生对讲师在其演讲表现口头反馈中使用评价性语言的看法。使用评估作为分析框架，我们考察了讲师在口头反馈中对评价性语言的使用以及学生对评价性语言特征的影响的看法。结果表明：1）带有强化态度意义的评价性语言与学生的努力和表现密切相关，被认为是提供具体口头反馈的理想选择；2）问题被视为一种评估手段，为学术演讲制定交流反馈。该研究的结论是，当讲师邀请其他观点在反馈过程中进行讨论时，学生需要了解评价性语言的使用，尤其是与对话声音的构造相关的语言。