Thanh bên bài viết
Ngày xuất bản:
12/05/2025
Số lượt xem tóm tắt: 21
Số lượt xem PDF: 21
Số lượt xem PDF: 21
Chuyên mục
Khoa học Xã hội và Nhân văn (Tiếng Anh)
Trích dẫn bài báo
Nguyen, T. Q. T., & Nguyen, A. T. (2025). The role of peer interaction in enhancing students’ oral presentation: Perceptions of Vietnamese EFL pre-service teachers at a university. Tạp chí Khoa học Đại học Đồng Tháp, 14(7), 32-46. https://doi.org/10.52714/dthu.14.7.2025.1559
##plugins.generic.badges.manager.settings.showBlockTitle##
The role of peer interaction in enhancing students’ oral presentation: Perceptions of Vietnamese EFL pre-service teachers at a university
Nội dung chính của bài viết
Tóm tắt
Oral presentations are essential in language learning, enhancing speaking abilities and fostering learner autonomy. While much research has been conducted, the role of peer interaction in enhancing students’ oral presentation remains underexplored. This qualitative study, therefore, aims to investigate the Vietnamese EFL pre-service teachers’ (n=10) perceptions of roles of peer interaction in enhancing their oral presentations. The findings collected from semi-structured interiews indicate that peer interaction significantly aids idea development, language proficiency, and presentation skills, builds confidence, manages anxiety, and encourages active learning as well as developing skills to prepare for future careers. The study also highlights the importance of incorporating peer interaction into EFL instruction. Accordingly, it is recommended that 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.
Từ khóa
Oral presentations, peer interaction, perception, pre-service teachers, role.
Chi tiết bài viết
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American college of clinical pharmacy, 4(10), 1358-1367.
Al-Issa, A. S., & Al-Qubtan, R. (2010). Taking the floor: Oral presentations in EFL classrooms. TESOL Journal, 1(2), 227-246.
Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: A cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095-1110.
Au, H. Y. C., & Bardakçi, M. (2020). An analysis of the effect of peer and teacher feedback on EFL learners’ oral performances and speaking self-efficacy levels. International Online Journal of Education and Teaching, 7(4), 1453-1468.
Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3, 1-10.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19, 199-212.
Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition. Pearson.
Chan, M. (2020). English for business communication. Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd Ed.). SAGE Publications.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
De Costa, P. I. (2007). JP Lantolf and SL Thorne: Sociocultural theory and the genesis of second language development. Oxford University Press, 2006. Applied linguistics, 28(3), 477-480.
Dheressa, M. A., Olana, T., & Bekele, E. (2023). The effect of task-based language instruction on Shambu secondary students’ speaking self-efficacy beliefs and benefits. Journal of Languages and Language Teaching, 11(4), 822-833.
Dochy, F. J. R. C., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher education, 24(3), 331-350.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Duarte, N. (2010). Resonate: Present visual stories that transform audiences. John Wiley & Sons.
Ellis, R. (1991). The Interaction Hypothesis: A Critical Evaluation.
Gass, S. M., & Mackey, A. (2014). Input, interaction, and output in second language acquisition. In Theories in second language acquisition (pp. 194-220). Routledge.
Girard, T., Pinar, M., & Trapp, P. (2011). An exploratory study of class presentations and peer evaluations: Do students perceive the benefits. Academy of Educational Leadership Journal, 15(1), 77-94.
Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Gregersen, T. (2020). Dynamic properties of language anxiety. Studies in Second Language Learning and Teaching, 10(1), 67-87.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Jeon, J. (2005). A study on oral presentation anxiety and confidence: A comparison between L1 and L2 presentations. Journal of Asia TEFL, 2(2).
King, J. (2002). Preparing EFL learners for oral presentations. Dong Hwa Journal of Humanistic Studies, 4, 401-418.
Long, M. H., Hyltenstam, K., & Pienemann, M. (1985). Modelling and assessing second language acquisition. Multilingual Matters Ltd.
Long, M. H., & Crookes, G. (1992). Three approaches to task‐based syllabus design. TESOL quarterly, 26(1), 27-56.
Male, H. (2018). Foreign language learners’ anxiety in language skills learning: A case study at Universitas Kristen Indonesia. Journal of English Teaching, 4(3), 170-182.
Menzel, K. E., & Carrell, L. J. (1994). The relationship between preparation and performance in public speaking. Communication Education, 43(1), 17-26.
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT journal, 64(4), 436-444.
Namaziandost, E., Behbahani, H. K., & Naserpour, A. (2024). Peer support in language learning: Mitigating anxiety, enhancing achievement, cultivating growth mindsets, and increasing enjoyment. Journal of Applied Learning and Teaching, 7(2), 296-313.
Ndoye, A. (2017). Peer/Self assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255-269.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.
Patri, M. (2002). The influence of peer feedback on self-and peer-assessment of oral skills. Language testing, 19(2), 109-131.
Philp, J., Mackey, A., & Oliver, R. (2008). Second language acquisition and the younger learner. John Benjamins.
Pica, T. (1988). Interlanguage adjustments as an outcome of NS‐NNS negotiated interaction. Language learning, 38(1), 45-73.
Saito, H. (2008). EFL classroom peer assessment: Training effects on rating and commenting. Language testing, 25(4), 553-581.
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The modern language journal, 82(3), 320-337.
Thornbury, S. (2005). How to teach Speaking. Longman.
Topping, K. J. (2009). Peer assessment. Theory into practice, 48(1), 20-27.
Toth, P. D. (2008). Teacher‐and learner‐led discourse in task‐based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning, 58(2), 237-283.
Trepper, K., Boardman, A., & Garcia, A. (2022). Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts. English Teaching: Practice & Critique, 21(4), 469-482.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?. Cognitive research: principles and implications, 5, 1-12.
Van den Berg, I., Admiraal, W., & Pilot, A. (2006). Design principles and outcomes of peer assessment in higher education. Studies in Higher education, 31(03), 341-356.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Widodo, J. W., & Chakim, N. (2023). Formative peer-assessment in oral presentation skill: EFL secondary school students’ perception and its challenges. Prosodi, 17(1), 41-57.
Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT journal, 67(4), 398-412.
Yoshida, R. (2010). How do teachers and learners perceive corrective feedback in the Japanese language classroom?. The modern language Journal, 94(2), 293-314.
Živković, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 5(19), 468-475.
Al-Issa, A. S., & Al-Qubtan, R. (2010). Taking the floor: Oral presentations in EFL classrooms. TESOL Journal, 1(2), 227-246.
Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: A cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095-1110.
Au, H. Y. C., & Bardakçi, M. (2020). An analysis of the effect of peer and teacher feedback on EFL learners’ oral performances and speaking self-efficacy levels. International Online Journal of Education and Teaching, 7(4), 1453-1468.
Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3, 1-10.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19, 199-212.
Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition. Pearson.
Chan, M. (2020). English for business communication. Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd Ed.). SAGE Publications.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
De Costa, P. I. (2007). JP Lantolf and SL Thorne: Sociocultural theory and the genesis of second language development. Oxford University Press, 2006. Applied linguistics, 28(3), 477-480.
Dheressa, M. A., Olana, T., & Bekele, E. (2023). The effect of task-based language instruction on Shambu secondary students’ speaking self-efficacy beliefs and benefits. Journal of Languages and Language Teaching, 11(4), 822-833.
Dochy, F. J. R. C., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher education, 24(3), 331-350.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Duarte, N. (2010). Resonate: Present visual stories that transform audiences. John Wiley & Sons.
Ellis, R. (1991). The Interaction Hypothesis: A Critical Evaluation.
Gass, S. M., & Mackey, A. (2014). Input, interaction, and output in second language acquisition. In Theories in second language acquisition (pp. 194-220). Routledge.
Girard, T., Pinar, M., & Trapp, P. (2011). An exploratory study of class presentations and peer evaluations: Do students perceive the benefits. Academy of Educational Leadership Journal, 15(1), 77-94.
Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Gregersen, T. (2020). Dynamic properties of language anxiety. Studies in Second Language Learning and Teaching, 10(1), 67-87.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Jeon, J. (2005). A study on oral presentation anxiety and confidence: A comparison between L1 and L2 presentations. Journal of Asia TEFL, 2(2).
King, J. (2002). Preparing EFL learners for oral presentations. Dong Hwa Journal of Humanistic Studies, 4, 401-418.
Long, M. H., Hyltenstam, K., & Pienemann, M. (1985). Modelling and assessing second language acquisition. Multilingual Matters Ltd.
Long, M. H., & Crookes, G. (1992). Three approaches to task‐based syllabus design. TESOL quarterly, 26(1), 27-56.
Male, H. (2018). Foreign language learners’ anxiety in language skills learning: A case study at Universitas Kristen Indonesia. Journal of English Teaching, 4(3), 170-182.
Menzel, K. E., & Carrell, L. J. (1994). The relationship between preparation and performance in public speaking. Communication Education, 43(1), 17-26.
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT journal, 64(4), 436-444.
Namaziandost, E., Behbahani, H. K., & Naserpour, A. (2024). Peer support in language learning: Mitigating anxiety, enhancing achievement, cultivating growth mindsets, and increasing enjoyment. Journal of Applied Learning and Teaching, 7(2), 296-313.
Ndoye, A. (2017). Peer/Self assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255-269.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.
Patri, M. (2002). The influence of peer feedback on self-and peer-assessment of oral skills. Language testing, 19(2), 109-131.
Philp, J., Mackey, A., & Oliver, R. (2008). Second language acquisition and the younger learner. John Benjamins.
Pica, T. (1988). Interlanguage adjustments as an outcome of NS‐NNS negotiated interaction. Language learning, 38(1), 45-73.
Saito, H. (2008). EFL classroom peer assessment: Training effects on rating and commenting. Language testing, 25(4), 553-581.
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The modern language journal, 82(3), 320-337.
Thornbury, S. (2005). How to teach Speaking. Longman.
Topping, K. J. (2009). Peer assessment. Theory into practice, 48(1), 20-27.
Toth, P. D. (2008). Teacher‐and learner‐led discourse in task‐based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning, 58(2), 237-283.
Trepper, K., Boardman, A., & Garcia, A. (2022). Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts. English Teaching: Practice & Critique, 21(4), 469-482.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?. Cognitive research: principles and implications, 5, 1-12.
Van den Berg, I., Admiraal, W., & Pilot, A. (2006). Design principles and outcomes of peer assessment in higher education. Studies in Higher education, 31(03), 341-356.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Widodo, J. W., & Chakim, N. (2023). Formative peer-assessment in oral presentation skill: EFL secondary school students’ perception and its challenges. Prosodi, 17(1), 41-57.
Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT journal, 67(4), 398-412.
Yoshida, R. (2010). How do teachers and learners perceive corrective feedback in the Japanese language classroom?. The modern language Journal, 94(2), 293-314.
Živković, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 5(19), 468-475.