While there are many benefits of using oral presentations in EFL (English as a Foreign Language) classroom, learner difficulties with making an effective presentation are often addressed in the Japanese EFL context (Brooks & Wilson, 2014; Kawachi, 2012). In order to help learners to make effective presentations, the author believes that implementing peer feedback in EFL classrooms can be effective. The aim of this study is to explore how Japanese EFL learners perceive the effectiveness of peer feedback in improving their oral presentations. A questionnaire, consisting of five-point Likert scale and open-ended questions, was used to investigate Japanese EFL learners' perceptions of peer feedback in oral presentations. Both quantitative and qualitative approaches were used to examine the data. Participants were 69 Japanese university students who were taking a project-based English class. One week before their final presentations, participants rehearsed their presentations multiple times and, after each rehearsal, they gave feedback on their performance with each other. Results reveal that nearly 90% of participants found that this peer feedback activity was beneficial in improving their final presentations. In particular, the results indicate that not only receiving comments from their peers but also giving comments to their peers plays an important role in helping students gain objectivity, discover their weaknesses, and improve their presentations. At the conference, the author will show the results in detail and discuss how teachers can implement peer feedback in the classroom to help improve students's oral presentations.
Maki Ikoma, Ritsumeikan University, Japan
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
This paper is part of the ACE2017 Conference Proceedings (View)
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