Peer feedback and development of oral production in pre-service teachers in english as a foreign language (EFL) at UNEMI
DOI:
https://doi.org/10.51247/pdlc.v7i3.775Keywords:
peer feedback, oral production, teacher education, EFL, formative assessmentAbstract
This study examines the impact of a cyclical peer feedback model on the development of oral production among pre-service English as a Foreign Language (EFL) teachers at an Ecuadorian university. A quasi-experimental pre-test and post-test design was implemented with 44 undergraduate students over the course of one academic semester. Participants completed video-based speaking tasks supported by rubric-guided peer assessment and structured revision activities. Quantitative findings revealed statistically significant improvements in oral fluency, pronunciation, lexical range, and interactional strategies. The results suggest that structured peer feedback can effectively support the development of communicative speaking competence in teacher education contexts, particularly in settings where educational resources may be limited
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