The Role of Peer Feedback in Improving Speaking Skills During Classroom Presentations

Shinta Isnani, Christianti Tri Hapsari

Abstract


Speaking skills remain a challenging aspect of English as a Foreign Language (EFL) learning, particularly in classroom presentations. Due to limited time for individualized teacher feedback, peer feedback has been adopted as an alternative strategy. This qualitative descriptive study investigates EFL students’ perceptions of peer feedback in improving speaking skills and identifies challenges in its implementation. Data were collected through an open-ended questionnaire administered to 27 third-semester undergraduate EFL students at an Indonesian university and analyzed thematically based on Naeem et al. (2023) and Topping’s (2009) peer assessment theory. The findings reveal that peer feedback supports cognitive development, social interaction, and improvements in fluency, pronunciation, vocabulary, and grammatical awareness, while also enhancing teachers’ time efficiency. However, challenges related to feedback accuracy, students’ confidence, and social discomfort persist. Overall, peer feedback is effective when supported by clear guidelines and teacher supervision.


Keywords


Peer Feedback; Speaking Skills; EFL; Classroom Presentations; Qualitative Study

Full Text:

PDF

References


Al-Khresheh, M. H., Al Basheer Ben Ali, R., Jillani, S. S., & Alenezi, S. M. F. (2025). Peer assessment in EFL oral presentations: Saudi students’ perspectives and self-efficacy in peer evaluation. Language Testing in Asia, 15(1), Article 18. https://doi.org/10.1186/s40468-025-00353-0

Anjarani, S., & Alvianingrum, Y. (2024). Oral peer feedback in online speaking class: Implementation, students’ attitudes, preferences, and usefulness. IJEE (Indonesian Journal of English Education), 11(1), 105–114. https://doi.org/10.15408/ijee.v11i1.34995

Ayub, I. A., & Purnamaningwulan, R. (2023). Exploring Challenges of Peer Feedback in an EFL Micro Teaching Class. Elsya: Journal of English Language Studies, 5(3), 335-347. https://doi.org/10.31849/elsya.v5i3.15651

Darmawan, E., & Sari, F. M. (2022). Cultural influences on peer feedback in Indonesian EFL presentations. Indonesian Journal of Applied Linguistics, 12(1), 89-104. https://doi.org/10.17509/ijal.v12i1.45678

Ebadijalal, M., & Yousofi, N. (2023). The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: Does language make a difference?. The Language Learning Journal, 51(1), 112-130. https://doi.org/10.1080/09571736.2021.1957990

Kusuma, R. P., & Widodo, H. P. (2023). Motivational aspects of peer feedback in speaking tasks. Journal of English as an International Language, 18(2), 67-82. https://doi.org/10.18196/jecil.v18i2.23456

Lestari, M., & Nugroho, A. (2021). Peer feedback training for EFL students: A case study. Language Circle: Journal of Language and Literature, 15(2), 201-216. https://doi.org/10.15294/lc.v15i2.12345

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.

Pratama, Y. H., & Suryasa, I. W. (2024). Digital tools in peer feedback for EFL presentations. Journal of Language and Cultural Education, 12(3), 145–160.

https://doi.org/10.2478/jolace-2024-0012

Rachmadheani, F., Nuraini, K., & Laili, A. F. (2025). Exploring Oral Personalized Feedback Affects the Improvement of English-Speaking Proficiency. Journal La Sociale, 6(3), 860-872. https://doi.org/10.37899/journal-la-sociale.v6i3.1718

Ratih, D., Pratiwi, D., & Suryani, L. (2024). The role of confidence in peer feedback provision among EFL students. Journal of Language and Linguistic Studies, 20(3), 201-218. https://doi.org/10.17263/jlls.1234567

Ratih, R., Rustandi, A., & Febriani, R. B. (2025). Investigating Students’ Self-Efficacy on the Use of Oral Peer Feedback in Speaking Subject. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(1). https://doi.org/10.52690/jadila.v1i1.16

Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G

Sari, D. P., & Rahman, A. (2025). Longitudinal effects of peer feedback on speaking proficiency. Asian Journal of Education and Training, 11(1), 22-38. https://doi.org/10.20448/journal.522.2025.111.22.38

Setiawan, A., Rahman, A., & Jupri, A. (2025). Promoting reflective learning through peer feedback in EFL speaking activities. International Journal of Education and Literacy Studies, 13(1), 45-60. https://doi.org/10.7575/aiac.ijels.v.13n.1p.45

Setiawan, A., Rahman, A., & Jupri, J. (2025). Exploring the Role of Peer Feedback in Enhancing EFL Learners’ English Speaking Fluency and Accuracy. Journal of Language and Literature Studies, 5(2), 461–471. https://doi.org/10.36312/jolls.v5i2.2868

Sulhah, S., & Oktaviana, F. (2024). Peer-Assessment’s Effect on Improving EFL Students’ Speaking Performance. Foremost Journal, 5(2), 112–118. https://doi.org/10.33592/foremost.v5i2.4556

Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569

Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967




DOI: https://doi.org/10.31004/jele.v11i1.2125

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Shinta Isnani, Christianti Tri Hapsari

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.