THE EFFECT OF PEER INTERACTION ON ORAL PRESENTATION: PERSPECTIVES OF VIETNAMESE EFL PRE-SERVICE TEACHERS AT A UNIVERSITY

Abstract

Oral presentations are essential in language learning, enhancing speaking abilities and fostering learner autonomy. While much research has focused on teacher feedback, the role of peer interaction in the preparation, delivery, and feedback stages remains underexplored. This study, therefore, aims to investigate the impact of peer interaction on the preparation and delivery of oral presentations among Vietnamese EFL pre-service teachers of English. Using a qualitative design, this study examines how peer interaction influences performance and emotional experiences during presentations. The findings indicate that peer interaction significantly aids idea development, language proficiency, and presentation skills, such as organization, pacing, and body language. Peer feedback improves presentation coherence, while collaboration enhances pronunciation, fluency, and confidence. Participants reported feeling more confident and less anxious due to peer support, which helped them rehearse and prepare effectively. Moreover, peer interaction boosted critical thinking, selfreflection, and interpersonal skills, which are essential for their future teaching careers. The study highlights the importance of incorporating peer interaction into EFL instruction. Accordingly, teachers should use activities such as peer presentations and group discussions to foster a dynamic, supportive learning environment. These practices not only improve oral presentation skills but also prepare students for future academic and professional challenges.