WULANDARI, LENY (2026) EFL Students' Perceptions of Peer Oral Corrective Feedback and Its Influence on Student Engagement During Collaborative Speaking Activities in a Pesantren-Based English Learning Context. Other thesis, Universitas Nurul Jadid.
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Abstract
Peer Oral Corrective Feedback (POCF) has been widely recognized as an important instructional strategy that supports students’ speaking development in English as a Foreign Language (EFL) classroom. Through collaborative speaking activities, students are encouraged to provide and receive corrective feedback from their peers, creating opportunities for interaction, reflection, and language improvement. However, the effectiveness of POCF is influenced by how students perceive the feedback process, particularly in a pesantren-based English learning context where values such as respect, politeness, and social harmony shape classroom interaction. Therefore, this study aimed to explore EFL students’ perceptions of Peer Oral Corrective Feedback during collaborative speaking activities and to examine how these perceptions influenced students’ engagement in collaborative speaking activities.
This study employed a qualitative descriptive research design. The participants consisted of fifteen EFL students selected through purposive sampling from several English learning institutions within a pesantren-based educational environment. Data were collected through semi-structured interviews and were analyzed using the interactive model of qualitative data analysis proposed by Miles, Huberman, and Saldaña (2014), which consists of data condensation, data display, and conclusion drawing and verification. Students’ perceptions were interpreted based on Robbins and Judge’s (2005) perception process, while students’ engagement was analyzed using the behavioral, affective, and cognitive engagement framework proposed by Liu and Feng (2023).
The findings revealed that students generally held positive perceptions of Peer Oral Corrective Feedback. Their perceptions developed through three stages: acceptance, understanding, and evaluating. Initially, although some participants experienced nervousness or embarrassment when receiving peer corrections, they gradually accepted POCF as a natural and beneficial part of collaborative speaking activities. Students understood feedback as meaningful information that helped them recognize and correct errors in pronunciation, grammar, vocabulary, and sentence construction, while also encouraging reflection and the application of corrections in subsequent speaking practices. Furthermore, participants evaluated POCF positively because it improved their speaking ability, confidence, and collaborative learning, despite acknowledging challenges such as embarrassment and uncertainty when giving feedback. The findings also indicated that positive perceptions of POCF contributed to students’ behavioral, affective, and cognitive engagement by encouraging active participation, increasing confidence, and promoting reflection on language use during collaborative speaking activities. Overall, this study concludes that Peer Oral Corrective Feedback serves not only as an effective strategy for improving speaking performance but also as a means of fostering meaningful engagement and supportive peer interaction within a pesantren-based English learning context.
| Item Type: | Thesis (Other) |
|---|---|
| Uncontrolled Keywords: | Keywords: Peer Oral Corrective Feedback (POCF), students’ perceptions, student engagement, collaborative speaking activities, pesantren-based English learning. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education |
| Divisions: | Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris |
| Depositing User: | Unnamed user with email [email protected] |
| Date Deposited: | 29 Oct 2026 07:44 |
| Last Modified: | 29 Oct 2026 07:44 |
| URI: | https://repository.unuja.ac.id/id/eprint/5583 |
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