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Language Teaching Research Quarterly

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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

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<p style="text-align:justify;">English is learned as a&nbsp;foreign language (EFL) in Iran, but because of the limited opportunities to&nbsp;practice or use it in an everyday life environment, it is not easy to make any&nbsp;distinguishable improvement unless the learners are very interested and active&nbsp;ones. When learning in this kind of EFL environment, students are very likely&nbsp;to experience a certain level of language anxiety, which have some damaging&nbsp;effect on language learning acquisition (Chen&amp; Chang, 2004). As such&nbsp;studies about learners’ language anxiety are very important not only in&nbsp;improving learners’ language proficiency, but also in achieving a targeted&nbsp;syllabus objective or a particular teaching goal. This study aimed to explore&nbsp;the effect of peer feedback on the learners’ classroom anxiety specifically&nbsp;focused on speaking ability. To this end, having administered a test of&nbsp;homogeneity among 70 upper-intermediate EFL male students, the researchers&nbsp;finally selected 50 students who were at the same level of English proficiency&nbsp;and were assigned to two groups- the experimental and the control group- each&nbsp;consisting of 25 participants. For collecting the required data, one&nbsp;homogenizing test, one questionnaire, a semi-structured interview and an&nbsp;opinion test were employed in the study. Having done analysis, the results&nbsp;revealed that peer feedback as a technique, has a significant effect on&nbsp;reducing students’ anxiety. The qualitative data from the interview also&nbsp;revealed that the students took benefits from the peer feedback process and&nbsp;enjoyed the course.&nbsp;</p>

The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety

Original Research 

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