Mobile-Assisted Peer Feedback for Oral Presentation Performance: L2 English Speakers’ Perceptions and Practices

ABSTRACT

Prior research has underscored the advantages of online peer feedback in language learning. However, there is a paucity of research that specifically investigates the use of mobile technologies for providing peer feedback for English as a foreign language (EFL) speakers’ oral presentation performances. The present study aims to examine the types and targets of peer feedback provided by EFL speakers, along with their views and experiences with mobile-assisted peer feedback. A total of thirty-two university students, enrolled in an upper-intermediate to advanced-level rhetoric and oral communication class, used an online platform to anonymously provide feedback on their classmates’ oral presentations over a four-week period. Additionally, the participants completed a post-study survey to assess their perspectives and experiences. The findings indicated that the students’ feedback predominantly comprised positive remarks than negative critiques. The primary aspects covered by both forms of feedback comprised three major areas: presentation content, spoken performance, and oral presentation skills. Survey results also revealed that, despite expressing concerns about potential friendship bias, anonymity, and issues related to lack of proper attitude in the expression of feedback, EFL speakers generally viewed mobile-based peer feedback positively.