Peer feedback in English language learning: perception, comprehension, and use by B2-C1 level students in the context of public speaking

The study aims to identify the specific features and patterns of students’ perception, comprehension, and use of peer feedback to improve their public speaking skills in the process of learning English at levels B2-C1 according to the CEFR. The paper examines factors influencing the perception of feedback and factors contributing to the successful integration of suggestions made by peers. A content analysis was conducted of individual reflective comments, in which students analyzed the feedback received from peers following their public speaking performances. The scientific novelty of the research lies in expanding the existing understanding in language teaching methodology of students’ attitudes towards peer feedback in English language learning and in specifying the factors that influence the successful perception and use of this feedback in the context of public speaking training for B2-C1 level students. The results of the study show a positive attitude among learners towards specific and balanced feedback comments, containing both praise and criticism, as well as information about new or unexpected aspects of the presentation, which students are unable to perceive in real-time during their public speaking performance. It was found that approximately 70% of respondents deeply analyze and reflect on the received comments, regardless of their degree of agreement with them. In addition, a high willingness among students was identified to integrate peer suggestions regarding technical and expressive aspects of the presentation, mainly concerning speech rate, intonational expressiveness, reducing reliance on notes, and the quality of eye contact.