THE RELATIONSHIP BETWEEN PEER FEEDBACK AND EFL STUDENTS’ SPEAKING ANXIETY IN DEBATE AND PUBLIC SPEAKING CLASS

Authors

  • Bernadetha Ambarsari Prasodjo Universitas Katolik Widya Mandala Surabaya
  • Johanes Leonardi Taloko Universitas Katolik Widya Mandala Surabaya

Keywords:

EFL, debate, peer feedback, public speaking, speaking anxiety

Abstract

This study examines the relationship between peer feedback and speaking anxiety among EFL students in debate and public speaking classes. Using a quantitative correlational design, data were collected from 82 participants using the Peer-Feedback Orientation Scale (PFOS) and the Public Speaking Class Anxiety Scale (PSCAS). Spearman correlation analysis revealed no significant relationship between peer feedback and speaking anxiety (r = -0.027; p = 0.808). These results indicate that while peer feedback improves critical thinking, engagement, and language performance, it does not directly reduce speaking anxiety. A holistic approach combining peer feedback with anxiety-reduction strategies is recommended. Future research should explore the long-term effects of such interventions in diverse cultural contexts.

Author Biography

Bernadetha Ambarsari Prasodjo, Universitas Katolik Widya Mandala Surabaya

English Language Education Study Program,

Faculty of Teacher Training,

Widya Mandala Surabaya Catholic University

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Published

2025-08-30

Issue

Vol. 8 No. 2 (2025): Volume 8, Issue 2 (2025)

Section

Articles
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