PROJECT (Professional Journal of English Education) p–ISSN 2614-6320 Volume 4, No. 5, September 2021 e–ISSN 2614-6258 Dialogic Feedback to Promote Deep Learning for EFL Speaking Learners in Online Learning Environment: Students’voices |803 DIALOGIC FEEDBACK TO PROMOTE DEEP LEARNING FOR EFL SPEAKING LEARNERS IN ONLINE LEARNING ENVIRONMENT: STUDENTS’VOICES Putri Arinda 1 , Irma Savitri Sadikin 2 1,2 Universitas Esa Unggul 1 putrisuciarinda07@gmail.com, 2 irma.savitri@esaunggul.ac.id Abstract English as a foreign language (EFL) students, regardless of their ability to speaking English, encounter significant speaking challenges. They lack motivation and confidence to speak English in online learning environment, which is particularly during a global pandemic. Therefore, the present study aims to analyse the implementation of dialogic feedback in online learning for the students speaking skills and investigate the students’responses to the implementation of dialogic feedback in teaching speaking. The respondents of this study were tenth-grade students attending a private senior high school in Bangka Belitung. This study employed a qualitative approach with a case study design. Interviews and observation were employed as instruments. The findings of this study indicated that the majority of students were engaged in online speaking classes toward implementing dialogic feedback; they were able to clarify their confusions from the teacher's feedback during presentations and they were able to improve their errors in some aspects of speaking skills, such as pronunciation and intonation when telling a story. Most students in an online class showed positive attitude toward dialogic feedback. They revealed that dialogic feedback is necessary for learners to improve their speaking abilities and enabled them to gain new knowledge through communication and sharing of new vocabulary. However, a few of the students stated technical issues and poor internet connection on the internet could be impediments during the class session. Keywords: Dialogic Feedback, Speaking Skills, Students’ Perception INTRODUCTION Speaking has always been considered to be the most challenging issue of learning a foreign language. Many students find it challenging to communicate in English. They are afraid of making a mistake in front of other students, so they cannot talk proposed by Rodrigues & Vethamani (2015). In line with this, most of them feel anxious about speaking in English (Galante, 2018). The same problems were expressed by Ariyanti (2016) that the students lack of motivation and confidence to speak English in the classroom. This phenomenon is the general ones where the learners only acquire English based on the classroom instructions and have a few opportunities to communicate with English outside the classroom (Qiu, 2019). For this reason, the teacher should build a supportive climate by considering the techniques and the material to encourage the students to participate in the learning activities. Dialogic feedback is one of the essential teaching techniques in the classroom. Dialogic feedback is the interactions between the teacher and the student about the student's performance. The teacher provides feedback to the students for correcting students' mistake with clear explanations. Utheim and Wittek (2017) believe in the advantages of dialogic feedback: 1) It supports students' emotional and relational, 2) it maintains the dialogue between teacher and student, 3) it gives students a chance to express themselves, and 4) it supports