THE IMPACT OF PEER FEEDBACK IN IMPROVING ACCURACY IN SPEAKING SKILLS

Аннотация

In speaking English, students still find many difficulties especially when students make speeches, and unfortunately in giving speeches students are rarely given feedback so they don't know where their mistakes are. In this paper, the researcher intends to find out how peer feedback is implemented, the focus especially discusses the types of feedback used by the participants in this study, and the effect of conducting peer feedback on students' speech. This study makes use of descriptive qualitative method involving 32 participants. The data sources of this research are observations and student speech scores. The results show that peer-feedback techniques also have a positive effect on participants. Peer feedback can improve student speech, student confidence, and fun learning activities. Key words. Peer feedback, pre-test, post-test, observation The desire of English language learners is to communicate, but some students are hesitant to use English in the classroom because they fear making mistakes; therefore, the goal of this project is to create a safe environment in which students can improve their speaking ability through speaking interactions and peer feedback. Peer feedback, according to Hyland and Hyland (2006), is a technique that enables students to take responsibility for what they have learned and, as a result, influence their own learning. Peer feedback also enables students to evaluate their own and others' creations. Feedback can be given by teachers or their peer. In fact, peer feedback is believed to be able to foster students’ participation as well as communicative competence in compared with the feedback from the teacher (Liu & Carless, 2006). Выпуск журнала №-26 Часть–3_ Май –2025 178 MODERN EDUCATION AND DEVELOPMENT LITERATURE REVIEW This section was oriented toward the definition of variables and the exploration of previous studies. Peer Feedback Srinivas (2019) characterizes peer feedback as any communicative activity occurring among learners with minimal teacher involvement, involving corrections, comments, suggestions, or shared ideas. Implementing this strategy in a course ensures that students actively participate in rectifying errors made by themselves or their peers (Sindhy, 2020). Working together with a peer offers valuable opportunities for EFL learners to enhance their language skills. In small groups, students feel less hesitant to communicate, facilitating better understanding of each other's ideas while effectively expressing their own thoughts. Peer feedback training Sufficient and systematic training of students before the implementation of peer review is necessary for them to become more proficient in analyzing peer feedback and assessing whether this feedback is effective for subsequent reviews. Peer review training workshops are meant to help students become not only better peer reviewers but also conscientious editors who take responsibility for their work interactively. Lam (2010) developed a three-stage training program for peer feedback. The initial phase, Modeling, involves preparing students for peer review by explaining different types of errors and providing practical suggestions. This step is crucial to convince students to consider and implement peer comments in their revisions, as they may otherwise disregard feedback without valid reasoning. According to Ferris (1999), rectifiable errors, particularly those related to verbs such as tense, form, passives, and modal usage, are typically more rule-bound and easier for peer reviewers to address. On the other hand, issues regarding prepositions, sentence structures, and non- idiomatic expressions are considered untreatable due to their complexity in explanation. The next stage, Exploring, focuses on assessing students' abilities to identify and elucidate content and language-related issues while providing constructive feedback to their peers. The final stage, Consciousness-Raising, teaches students how Выпуск журнала №-26 Часть–3_ Май –2025 179 MODERN EDUCATION AND DEVELOPMENT to evaluate peer feedback critically. Despite the necessity of teacher supervision, this phase underscores the importance of students becoming more self-reliant in peer review activities. Exploring Research on Peer Feedback Studies have found that peer feedback improves oral production and helps students speak accurately and appropriately. In Iraq, Khoram et al. (2020) conducted an experimental study with high school students with an intermediate level of proficiency in English as a foreign language. Peers gave feedback on their classmates' mistakes, and the findings showed that students’ speech accuracy increased as a result. That is, in a range of linguistic structures like prepositions, articles, subject-verb agreement, and the past tense. Valdiviezo (2021) examined the use of peer review and its impact on oral production in Ecuador. According to the Common European Framework of Reference for Languages (CEFR), the study's participants