Enhancing EFL students’ speaking performance in university English courses through video peer feedback

Abstract

This work in progress used video peer feedback to explore college students’ speaking performance in oral presentations. Based on a pre-test, a sample of 51 college students studying English as a foreign language (EFL) was divided into control and experimental groups, with 23 and 28 students in each group, respectively. Both groupings were further divided into groups of two or three students to develop oral presentations. Data collection consisted of pre- and post- tests and evaluations of the group project presentations. The control and experimental groups uploaded their projects to an online learning platform and gave brief presentations. The two teachers then evaluated students’ projects. The difference between the control and experimental groups was that in addition to written feedback, the latter recorded video-mediated oral feedback, providing verbal comments regarding other teams’ oral presentations. The results of this study indicated that the students in the experimental group positively perceived their learning process in the oral presentation exercise and performed better than those in the control group. They offered encouraging and immediate feedback to their peers and perceived peers’ annotations, which enhanced their oral presentations in terms of fluency, content, organization, and delivery. This study suggests that EFL college students can use the video peer feedback to improve their engagement to learn during oral presentation exercises.