In EFL online education, speaking has been commonly found to be the least developed skill.This research explores the availability, nature, and effectiveness of feedback in online speakingEnglish classes of undergraduate students. Data were collected from teachers and students fromprivate universities in Bangladesh primarily employing interviews and FGDs. SecondGeneration Activity Theory of Engestörm (1987) and three principles of effective feedback byRoyce Sadler (1989) have been used to analyze the data. The findings demonstrate that studentsreceived both in-class and out-of-classroom feedback. Teachers used Email, FacebookMessenger, WhatsApp, and phone calls to provide feedback. They particularly kept in mindthe COVID-19-related mental stress of students in offering such feedback. Students knew thelearning objectives before the lessons, but not all teachers compared students’ current levelwith the standard level while providing feedback. However, suggestions were provided toimprove students’ performance. The findings have important implications for the stakeholderswho attend or conduct fully online or blended learning activities.