The Effects of AI Feedback and Peer Feedback on University Students’ English Presentation Anxiety

This study examined whether college students showed significant differences in English presentation anxiety after using AI feedback versus peer feedback in a general English presentation course.The study was conducted over one semester with 116 first-year students enrolled in a general English presentation course at D University in Chungcheongnam-do, South Korea.Students were divided into an AI feedback group (n = 60) and a peer feedback group (n = 56), and both groups completed pre-and post-surveys to measure their English presentation anxiety.A mixed-design ANOVA was conducted with feedback type and measurement time as independent variables.Presentation anxiety was measured using two subfactors: (1) anticipatory anxiety and physiological symptoms, and (2) lack of control during speech performance.The results showed that the main effect of measurement time was significant for both overall presentation anxiety and anticipatory anxiety and physiological symptoms, indicating that presentation anxiety decreased significantly from pretest to posttest regardless of feedback type.However, neither the main effect of feedback type nor the interaction effect between feedback type and measurement time was significant across all variables, indicating no statistically significant difference between AI feedback and peer feedback in reducing presentation anxiety.This suggests that AI feedback can be as effective as traditional peer feedback.These findings suggest that AI feedback may serve as a complementary feedback resource rather than a substitute for peer feedback, and that it can be an effective alternative tool, particularly in large-class settings where instructors face heavy feedback burdens.