The Role of Peer-Based Feedback in Basic Psychological Needs Satisfaction and Willingness to Communicate in EFL Classrooms: A Self-Determination Theory Perspective

This study investigated the role of peer-based feedback in relation to EFL learners’ Basic Psychological Needs (BPNs) of autonomy, competence, and relatedness, and their Willingness to Communicate (WTC). Grounded in Self-Determination Theory (SDT), the benefits and challenges of implementing peer-based feedback in classroom speaking tasks were explored. Participants included 55 individuals from four EFL classes, comprising 51 learners and four teachers. Data were collected through narrative framing using sentence completion tasks completed by the learners and autobiographical narratives produced by the teachers, and were analyzed using reflexive thematic analysis with MAXQDA 24. Findings indicated that peer-based feedback facilitated learners’ transition from reluctance to readiness in communication, enhanced their sense of autonomy and competence, and fostered collaborative relationships, thereby promoting WTC. However, due to the tensions in feedback accuracy and peer interactions, several challenges such as anxiety, peer pressure, and reduced teacher control were also observed. Also, the findings highlight the need for balanced teacher facilitation while providing feedback and supportive classroom environment to optimize both linguistic and psychological outcomes.