Peer Feedback Improves Accuracy in Speaking Skills in Teenagers

Abstract

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. This action research on peer feedback to improve accuracy in oral skills was conducted in an Ecuadorian public secondary school. The participants were second-year secondary school students at the A2 level. The initial investigation in the English class, which consisted of the development of a sustained monologue, enabled the identification of a number of difficulties in speaking skills. These difficulties included a lack of precision in grammatical tenses and plural nouns, complications in describing simple aspects of their daily lives, pronunciation, a limited vocabulary, and a lack of fluency. Toro et al. (2018) observed that the lack of adequate methods, techniques, and strategies for teaching English in Ecuador leads to substandard oral language production. However, there is a need to improve realistic communication in CLT activities, as they are most effective when teachers permit students to work in pairs or small groups, due to the benefits students derive from real-world interaction (Richards, 2006). This research aimed to develop speaking skills through peer feedback to improve accuracy and encourage A2-l Wiggins (2012) stated that if a student receives feedback and then has the opportunity to implement it, the student's performance and learning will improve. evel students to take greater responsibility for their own speech production learning.