Peer-Feedback to Student-Created Videos to Improve Oral Skills

Abstract

This research paper aimed at improving learners’ oral skills through the use of peer-feedback to student created videos in an English academy in Guayaquil. Eight participants were exposed to different instruments in order to increase their proficiency. A research study which included quantitative and qualitative instruments was conducted. It consisted on the application of a pretest-posttest format, and a Likert survey. During the research process, learners were evaluated by their peers and two facilitators to avoid bias. Results indicated an increase of 53% on their average performance. In an analysis by categories, post results outperformed pre-test data in three categories: Accuracy, pronunciation, and interactive communication. Students also reflected positive perspectives towards the use of peer-feedback. Therefore, the study reflected that peer-feedback to student created videos is an efficient strategy for EFL learners. This study also has benefits for teachers that want to develop learners’ oral skills on constant basis by providing learners opportunities to interact within a real context.