Contributions or Constraints: Uncovering Students’ and Teachers’ Perspectives on Peer Feedback Activities in an English Oral Presentation Course
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Abstract
This study aimed to explore the perspectives of both students and teachers regarding the integration of peer feedback activities in the English Oral Presentation course and to identify any similarities or disparities in their viewpoints. The study involved 374 students enrolled in the course, along with ten English language instructors. Data collection involved questionnaires and interviews. Descriptive analysis and independent t-tests were employed for data analysis. The findings indicated that students and instructors held favorable attitudes toward incorporating peer feedback activities into the course. However, there were significant differences in attitudes between the two groups regarding a few issues, such as the effort students put into the peer feedback activities and their enjoyment of them. Moreover, the study revealed various advantages and challenges associated with implementing peer feedback activities in English as a Foreign Language (EFL) teaching and learning.
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References
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