"VIETNAMESE EFL STUDENTS’ PERCEPTIONS OF PEER FEEDBACK IN THE DEVELOPMENT OF ENGLISH SPEAKING COMPETENCE"

Abstract

"Developing speaking competence is a key objective in English language education, and peer feedback has gained attention as a potential means of supporting this skill. However, limited research has examined how Vietnamese EFL students perceive peer feedback specifically in speaking tasks. This mixed methods study investigates Vietnamese university students’ perceptions of peer feedback in the development of their English speaking competence, with attention to cognitive, affective, and behavioral dimensions. A sequential explanatory design was adopted. Quantitative data were collected through a questionnaire administered to 120 English-major students, followed by semi structured interviews with four selected participants. The quantitative results indicate that students hold generally positive views of peer feedback, particularly regarding its cognitive and affective contributions. They perceive peer comments as clear, helpful, and emotionally supportive. In contrast, the behavioral dimension showed weaker influence, suggesting a gap between understanding feedback and consistently acting on it. The qualitative findings further clarify these patterns. Students reported valuing specific and actionable feedback but noted that they applied peer comments selectively, depending on their clarity, perceived accuracy, and relevance to individual needs. The study shows that while peer feedback is viewed as beneficial, its effectiveness depends on the quality of the feedback and on opportunities for learners to apply it. The findings underscore the importance of providing training and structured follow-up activities to strengthen students’ use of feedback in speaking classes."