Volume 5, Issue 3, September 2020, Page: 23-34
Investigating the Influence of Using Peer Feedback on EFL Students’ Speaking Achievement and Their Perceptions Towards Peer Feedback
Abiot Dagnew Chekol, Department of English Language and Literature, Injibara University, Injibara City, Ethiopia
Received: Mar. 18, 2020;       Accepted: Jun. 30, 2020;       Published: Aug. 5, 2020
DOI: 10.11648/j.allc.20200503.11      View  302      Downloads  73
This quasi-experimental study aimed at finding out the influence of using peer feedback on EFL students’ speaking achievement and their perceptions towards peer feedback. One section of 39 grade eleven intact group students from nine sections at Injibara secondary school was taken as participants of the study. The data were collected using pre- and post-tests, questionnaire and interview. For the data which were gathered using pre- and post-tests, t-test was employed as a statistical tool of analysis using paired samples t- test in SPSS. The questionnaire items, on the other hand, were analyzed quantitatively using frequency and percentage. Finally, the data obtained from the open-ended questionnaire item and interview items were analyzed qualitatively. The results of the study showed that, there was a statistically significant improvement in the overall speaking achievement of the students following the 12 peer feedback sessions in six weeks. Moreover, the students showed significant improvements mainly on the three aspects of speaking (grammar, fluency and vocabulary), but these students didn’t show improvements on their pronunciation skills and their involvement in giving and receiving comments to and from their peers on their pronunciation skills was the least compared to the other aspects of speaking. Finally, the great majority i.e., 28 students (85.2%) of the respondents developed positive perception towards the peer feedback they involved for six weeks and wanted it to be considered as part of their learning. In general, it was concluded that regardless of the quality of the comments from peers, no one denies that the more the students get involved in giving and incorporating comments to and from their peers, the better improvements they showed. Finally, it is recommended that learners have to be oriented to the ‘new’ roles of a learner which is not one of a receiver but of an active participant. Both teachers and learners have to accept the idea that effective and meaningful learning take place only when students actively contribute to the learning and negotiate constantly in terms of creating meaning.
Peer, Feedback, Proficiency, Aspects, Perception
To cite this article
Abiot Dagnew Chekol, Investigating the Influence of Using Peer Feedback on EFL Students’ Speaking Achievement and Their Perceptions Towards Peer Feedback, Arabic Language, Literature & Culture. Vol. 5, No. 3, 2020, pp. 23-34. doi: 10.11648/j.allc.20200503.11
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Aghdam, Z. S., and Farahani, A. (2012). Speaking as an Indicator of General Proficiency in Placement Test. University of Tehran, Iran.
Arju, S. (2011). A Study on EFL Vocabulary Acquisition Needs and Classroom Practice: Bangladeshi Context: Journal of English, 6 p. 51-67.
Axelsson, S. (2014). Peer Feedback and Language Development for English L2 Learners in a Swedish Context. Journal of Second Language Writing. 11 (07).
Berewot, J. (2001). The Effectiveness of Teacher’s Written Feedback in Developing Grammatical Mastery. Yogyakarta: Sanata Dharma University.
Boud, D. (1994). Implementing Student Self Assessment. HERDSA Green Guide. Second Edition. Sydney: HERDSA.
Breg, E. (1999). “The effects of Trained Peer Response on ESL Students’ Revision Types Writing Quality.” Journal of Second Language Writing, 8 (3): 215-241.
Brinton, J. L. (2000). The Structure of Modern English: A Linguistic Introduction. Amsterdam: John Benjamin’s Publishing Company.
Brumfit, C. (1984). Communication Methodology in Language Teaching. Cambridge: Cambridge University Press.
Burkart, G. and Sheppard, K. (2004). Content ESL across the USA: A Training Packet. Descriptive Study of Content-ESL Practices. National Clearinghouse for English Language Acquisition.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Cornbleet, S. and Carter, R. (2001). The Language of Speech and Writing. London: Routledge.
Cotter, Ch. (2007). Speaking Well-Four Steps to Improve Your ESL/EFL Students’ Speaking Ability.
Dalton, C. and Seidlhofer, B. (1994). Pronunciation. Oxford: OUP.
Falchikov, N. (2005). Improving Assessment through Student Involvement. London and London and New york: Rout ledge Falmer.
Freeman, R. and Lewis, R. (1998). Planning and Implementing Assessment. London: Kogan Page.
Hansen, J. G. and Liu, J. (2005). Peer Response in Second Language Classrooms. Ann Arbor, MI: University of Michigan.
Harmer, J. (2001). The practice of English Language Teaching. Edinburgh: Pearson Education Limited.
Hyland, k. and Hyland, F. (2006). Feedback on Second Language Students writing: Language Teaching Techniques, 39: 83-101.
Joyce, H. and Burns, A. (1999). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.
Juwah, C. (2004). Enhancing Student Learning Through Effective Formative Feedback. York, England: Higher Education Academy (Generic centre).
Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
Koul, L. (1984). Methodology of Educational Research (2nd ed.), Delhi: Vikas Publishing Ltd.
Lewis, M. (2002). Giving Feedback in Language Classes. The University of Auckland: SEAMO Regional Language Centre.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Liu, N., and Carles, D. (2006). Peer Feedback the Learning Element of Peer Assessment Teaching in Higher Education, 11 (3).
Lundstrom, k. & Baker, W. (2009). To Give is Better than to Receive: The Benefits of Peer Review to the Reviewer’s own Writing. Journal of Second language writing, 18, 30-43.
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.
Mc Garrel, H. (2010). Native and Non-native English Speaking Student Teachers Engage in Peer Feedback. The Canadian Journal of applied Linguistics. 13 (1), 71.
Min, H. (2006). The Effects of Trained Peer Review on EFL Students’ Revision and Writing Quality. Journal of Second Language Writing, 15, 118-141.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
Patri, M. (2002). The Influence of Peer Feedback on Self and Peer Assessment of Oral Skills. City University of Hong kong. 19 (2) 109-131.
Pennington, M. C. and J. C. Richards (1986). ‘Pronunciation Revisited’: TESOL Quarterly, 22/2, 207-221.
Richards, J. (1992). Thinking, Problem Solving, Cognition (2nd ed.). A Series of Books in Psychology. New York: Times Books.
Richards, J. C. and Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Rivers W. (1981). Teaching Foreign Language Skills. University of Chicago Press.
Roach, P. (1991). English Phonetics and Phonology. Cambridge: Cup, 2nd ed.
Sitthiworachart, J. and Joy, M. (2003). Web-based Peer Assessment in learning Computer Programming. Department of Computer Science, University Warwick.
Skolverket, (2011). Curriculum for the Upper Secondary School. Syllabus for English.
Thornbury, S. (2005). How to Teach Speaking. London: Longman.
Topping, K. J. (2009). Peer Assessment. Theory into Practice, 48 (1), 20-27..
Tsui, A. M. B. and Ng, M. (2000). “Do Secondary L2 Writers Benefit from Peer Comments?” Journal of Second Language Writing. 9 (2): 147-170.
Ur, P. (1996). A Course in Language Teaching. Practice and Theory. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge. Harvard University Press.
Wakabayashi (2013). The Effects of the Peer Feedback Process on Reviewers’ English Language Teaching, 6 (9), 177-192.
Williams, M. and Burden, R. L. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
Yang, M, Badger, R. and Yu, z. (2006). A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class. Journal of 2nd Language Writing.
Browse journals by subject