Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based application in terms of the learners' speaking aspects including pronunciation, grammar and vocabulary, and fluency. Moreover, it was found that the students can give feedback comprehensively to their peers. The perception of students toward peer feedback is positive and significantly helps students to improve their speaking ability. In conclusion, students have to think about their feedback before sending it to their peers. Future research should find the effectiveness of teacher feedback-based application and the correlation with the type of feedback.
Full text article
Aben, J. E. J., Timmermans, A. C., Dingyloudi, F., Lara, M. M., & Strijbos, J. W. (2022). What influences students’ peer- feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing. Learning and Individual Differences, 97, 102175. https://doi.org/10.1016/J.LINDIF.2022.102175
Amrullah, A., Lail, H., & Sumayani, S. R. (2023). The Efl students’ perspectives on the usefulness of ict-based learning. Journal of Language and Pragmatics Studies, 2(1), 1–10. https://doi.org/10.58881/jlps.v2i1.6
Chekol, A. D. (2020). Investigating the Influence of Using Peer Feedback on EFL Student’ Speaking Achievement and Their Perceptions Towards Peer Feedback. 5(3), 23–34. https://doi.org/10.11648/j.allc.20200503.11
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers and Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1). https://doi.org/10.5070/l2.v1i1.9054
Ha, X. van, Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7). https://doi.org/10.1016/J.HELIYON.2021.E07550
Hardi, V. A. (2020). The Rules Of Feedback In Writing Class. EDUKATIF : JURNAL ILMU PENDIDIKAN, 2(3), 244–252. https://doi.org/10.31004/edukatif.v2i3.147
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Jiang, L., & Yu, S. (2021). Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis. Asia-Pacific Education Researcher, 30(6), 509–518. https://doi.org/10.1007/S40299-021-00583-9
Joo, S. H. (2016). Self- and Peer-Assessment of Speaking. Working Papers in TESOL and Applied Linguistics, 16(2), 68–83. http://dx.doi.org/10.7916/D8FN2D1S
Khademi, M., Schmid Mast, M., & Frauendorfer, D. (2020). From hierarchical to egalitarian: Hierarchy steepness depends on speaking time feedback and task interdependence. Group Dynamics, 24(4), 261–275. https://doi.org/10.1037/gdn0000114.
Laksana, I. P. Y., Yuliantini, N.N., Suciani, N.K. , Purandina, I. P. Y., & Boyce, G. P. . (2021). Employing e-portfolio based learning in improving self-efficacy of student’s speaking ability. Journal of Applied Studies in Language, 5(2), 229– 236. https://doi.org/10.31940/jasl.v5i2.229-236.
Lestari, I. D. A. M. M. (2023). Assessing writing ability of the tenth grades of SMAN2 BL through guided question and answer. Journal of Language, Literature, Social and Cultural Studies, 1(1), 16–23. Retrieved from https://ympn.co.id/index.php/JLLSCS/article/view/16
Liu, X. (2022). Investigating the Effectiveness of Web-Based Peer Review in Students’ Drafts Revision: A Critical EAP Perspective. Theory and Practice in Language Studies, 12(8), 1556–1567. https://doi.org/10.17507/TPLS.1208.11
Mcgarrell, H. (2010). Native and non-native English speaking student teachers engage in peer feedback. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 13(1), 71–90.
Rodríguez-González, E., & Castañeda, M. E. (2018). The effects and perceptions of trained peer feedback in L2 speaking: impact on revision and speaking quality. Innovation in Language Learning and Teaching, 12(2), 120–136. https://doi.org/10.1080/17501229.2015.1108978
Saito, Y. (2013). The Value of Peer Feedback in English Discussion Classes. JALT 2012 Conference Proceedings, 430–438. https://jalt-publications.org/files/pdf-article/jalt2012-045.pdf.
Susanto, B., Wajdi, M., Sariono, A., & Sudarmaningtyas, A. E. R. (2022). Observing English classroom in the digital era. Journal of Language and Pragmatics Studies, 1(1), 6–15. https://doi.org/10.58881/jlps.v1i1.1
Tan, J. S., & Chen, W. (2022). Peer feedback to support collaborative knowledge improvement: What kind of feedback feed- forward? Computers & Education, 187, 104467. https://doi.org/10.1016/J.COMPEDU.2022.104467
Triassanti, R., Innocenti, C., Penggaben, T., Susatyo, B., Wardhono, A., Rohmadtis, Y., & al Magribi, S. (n.d.). TEACHERS AND STUDENTS’ PERCEPTIONS ON THE USE OF ICT IN LEARNING ENGLISH AT A JUNIOR HIGH SCHOOL IN TUBAN.
Tseng, S. S., & Yeh, H. C. (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning and Technology, 23(2), 145–158.
Vattøy, K. D. (2020). Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation, 64, 100828. https://doi.org/10.1016/J.STUEDUC.2019.100828.
Wajdi, M. (2018). Classroom Discourse: A Model of Classroom Language Research. Surabaya: CV. Jakad Publishing.
Watrianthos, R., Handayani, R., & Hasibuan, R. (2022). EDUKATIF: JURNAL ILMU PENDIDIKAN Students’ Perceptions of Android-Based Interactive Multimedia in Learning Biology. Jurnal Ilmu Pendidikan, 4. https://doi.org/10.31004/edukatif.v4i4.3044
Wu, J. G., & Miller, L. (2020). Improving English Learners’ Speaking through Mobile-assisted Peer Feedback. RELC Journal, 51(1), 168–178. https://doi.org/10.1177/0033688219895335
Xu, Q., & Peng, H. (2022). Exploring learner motivation and mobile-assisted peer feedback in a business English speaking course. Journal of Computer Assisted Learning, 38(4), 1033–1045. https://doi.org/10.1111/JCAL.12660
Zarei, A. A., and Rezadoust, H. (2020). The Effects of Scaffolded and Unscaffolded Feedback on Speaking Anxiety and Self-efficacy. Journal of Modern Research in English Language Studies, 7(4), 111–132. https://doi.org/10.30479/jmrels.2020.13464.1655