AN ANALYSIS OF THE EFFECT OF PEER AND TEACHER FEEDBACK ON EFL LEARNERS’ ORAL PERFORMANCES AND SPEAKING SELF-EFFICACY LEVELS

Abstract

This quasi-experimental study aims to determine EFL learners’ speaking self-efficacylevels and to examine the changes in oral performances after receiving feedback in threemodule courses. The relationship between speaking self-efficacy and oral performances afterreceiving feedback was also studied. Quantitative method was applied in this study. Thestudy was conducted among thirty-three EFL prep-school participants in a state university inTurkey. The research began with the implementation of a speaking self-efficacy scale (pretest) and a speaking test. This process was followed by three oral treatments followingteacher and peer feedback and the same speaking test. Repeated treatments and the samespeaking test were conducted in the other two modules, as well as a final speaking selfefficacy scale (post-test). The results of the speaking self-efficacy scale revealed that studentsgenerally possess high speaking self-efficacy level. The findings also showed that studentsdemonstrated significant changes in their oral performances following feedback treatment inboth groups. In the final speaking test, participants who received teacher and peer feedbackimproved by 212.36% and 161.20% respectively compared to the first speaking test.However, no significant correlation between the two variables was observed. This maysuggest that the sample size was insufficient to observe such a relationship.