An analysis of the effect of peer and teacher feedback on EFL learners' oral performances and speaking self-efficacy levels

This is a quasi-experimental study of speaking self-efficacy and the effects of feedback on oral performances. This study aims to determine EFL learners' speaking self-efficacy levels and to examine the changes in oral performances after receiving feedback in three module courses. The study was conducted among thirty-three EFL prep-school participants in a south-eastern state university in Turkey. The relationship between speaking self-efficacy and oral performances after receiving feedback was also studied. The study began with the implementation of speaking self-efficacy scale and a speaking test as pre-tests. This process was followed by three oral treatments under two conditions: teacher and peer feedback and the same speaking test. Repeated treatments and the same speaking test were conducted in the other two modules, as well as a final speaking self-efficacy scale as post-tests. Quantitative method was applied in this study. The results of speaking self-efficacy scale revealed that students generally possess high speaking self-efficacy level. The findings also showed that students demonstrated significant changes in their oral performances following feedback treatment in both groups. In the final speaking test, participants who received teacher feedback improved by 212.36%, while those who received peer feedback improve by 161.20% compared to the first speaking test. However, no significant correlation between two variables was observed. The results may suggest that the sample size was insufficient to observe such a relationship.