Peer Feedback Influence on Libyan EFL Female University Students’ Disposition to Speak English Inside and Outside Class: a Survey Study
DOI:
https://doi.org/10.65417/ljere.v2i1.95Keywords:
EFL, Female Students, Libya, Peer Feedback, SpeakingAbstract
Peer feedback significantly shapes students’ speaking English. This study aims to explore Libyan EFL female university students’ perceptions on the peer feedback influence on their speaking inside and outside classroom. The study employs a survey quantitative method. Data are collected through a survey questionnaire, distributed randomly to 30 female EFL university students at University of Tripoli. Data are analyzed using descriptive statistics in the form of percentage. The findings reveal that students are cognizant of the role of peer feedback in improving fluency and bettering speaking confidence. Findings also highlights the importance of peer activities in reducing anxiety and advancing students' willingness to speak. Moreover, findings stress that creating a respectful and non-judgmental environment is essential to enhance speaking confidence. By identifying how peer interactions either support or inhibit students' willingness to speak, this study can inform educators and administrators about the importance of creating a psychologically safe and motivating learning environment. The study calls for the design of peer-focused classroom activities and support systems aimed at enhancing Libyan EFL female students’ fluency and communicative competence
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