The present study attempted to probe into the role of teacher feedback in an online learning environment during the COVID-19 pandemic. It aimed to investigate the characteristics and effectiveness of teacher feedback on online business English presentations and also to explore EFL learners’ attitudes toward teacher feedback. The participants were one class of 24 sophomores majoring in Business English. By analyzing data from transcriptions of teacher feedback on presentation rehearsals, assessment scores, questionnaires, and students’ self-reflective journals, the study found that teacher feedback was focused on both content- and delivery-related components, but new sub-components were added to delivery-related teacher feedback, such as technology use, timing, and teamwork. It also proved the positive effect of teacher feedback on improving students’ oral presentation quality in various aspects. Additionally, it was found the participants held quite positive attitudes toward teacher feedback. However, some issues also arose in an online learning context. Therefore, pedagogical implications were provided based on the research findings and in response to the challenges of online education.

本研究试图探讨教师反馈在 COVID-19 大流行期间在线学习环境中的作用。旨在调查在线商务英语演示中教师反馈的特点和有效性，并探讨 EFL 学习者对教师反馈的态度。参加者是一个班级的 24 名商务英语专业的大二学生。通过分析教师对演讲排练、评估分数、问卷和学生自我反思日记的反馈转录数据，该研究发现教师反馈集中在与内容和交付相关的组件上，但添加了新的子组件与交付相关的教师反馈，例如技术使用、时间安排和团队合作。也证明了教师反馈对提高学生多方面口语表达质量的积极作用。此外，还发现参与者对教师的反馈持相当积极的态度。但是，在线学习环境中也出现了一些问题。因此，根据研究结果并针对在线教育的挑战提供了教学意义。