Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

Speaking anxiety is still a big problem for EFL learners, especially when they have to speak in front of the class. The purpose of this study is to investigate how Indonesian EFL students view peer feedback and how it can help them feel less nervous when speaking. Four third-year students from Universitas Palangka Raya's English Education Study Program were purposefully chosen to participate in a qualitative narrative inquiry design. Semi-structured interviews were used to gather data, and Braun and Clarke's thematic analysis was used for analysis. The results show that students' lack of confidence, fear of making mistakes, and negative evaluation are the main causes of speaking anxiety. Peer feedback, on the other hand, makes a positive contribution by assisting students in recognizing their shortcomings, raising awareness of their speaking performance, and progressively lowering anxiety. In contrast to teacher feedback, which is valued for its precision and detail, students view peer feedback as encouraging, less frightening, and emotionally reassuring. According to the study's findings, integrating teacher and peer feedback results in a well-rounded setting that promotes both linguistic growth and emotional health. This study provides valuable insights into classroom speaking practices despite its small sample size and reliance on interview data. It also suggests that structured peer feedback can be a useful tactic for managing speaking anxiety.

Keywords

EFL learners Peer Feedback Perception Qualitative study Speaking Anxiety

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Author Biographies

Grand Stefan Claudio, Universitas Palangkaraya

Mahasiswa Universitas Palangka Raya Jurusan Pendidikan Bahasa Inggris angkatan 2022

Ayonia Jelita Boru Sinaga, Universitas Palangkaraya

Mahasiswa Universitas Palangka Raya Jurusan Pendidikan Bahasa Inggris angkatan 2022

How to Cite
Simare Mare, N., Claudio, G. S., Sinaga, A. J. B., Fikri, M. S., & Retsi, O. D. (2026). Exploring EFL Students’ Perceptions of Peer Feedback’s Impact on Speaking Anxiety. FOSTER: Journal of English Language Teaching, 7(1), 102-118. https://doi.org/10.24256/foster-jelt.v7i1.325
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Addin, D. M., & Pahlevi, M. R. (2023). Identify the Stages in Reducing the Anxiety of EFL Secondary Students’ in Grouped-Peer Feedback Activities in Speaking Classes. INNOVATIVE: Journal Of Social Science Research, 3, 566–574. https://j-innovative.org/index.php/Innovative
  2. Addin, D. M., Pahlevi, M. R., & Srisudarso, M. (n.d.). Exploring EFL Secondary Students Practice Peer Feedback in Speaking Anxiety Classrooms. Jurnal Ilmiah Wahana Pendidikan, Desember, 2023(24), 277–284. https://doi.org/10.5281/zenodo.10429101
  3. Andreani, W. (2023). A Comparison Between Peer and Teacher Feedback on Learners’ a Case Study. Celt: A Journal of Culture, English Language Teaching & Literature, 9. https://doi.org/https://doi.org/10.24167/celt.v9i1.241
  4. Azarfam, A. A. Y., & Baki, R. (2012). Exploring language anxiety regarding speaking skill in Iranian EFL learners in an academic site in Malaysia. International Journal of Applied Linguistics and English Literature, 1(2), 153–162. https://doi.org/10.7575/ijalel.v.1n.2p.153
  5. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  6. Braun, V., & Clarke, V. (n.d.). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  7. Cendani, I. A. S. A., & Purnamaningwulan, R. A. (2023). Exploring Challenges of Peer Feedback in an EFL Micro Teaching Class. Elsya : Journal of English Language Studies, 5(3), 335–347. https://doi.org/10.31849/elsya.v5i3.15651
  8. Creswell, J. D. (n.d.). Research design : qualitative, quantitative, and mixed methods approaches. Retrieved January 6, 2026, from https://lccn.loc.gov/2022032270
  9. Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publcations, Inc. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
  10. Daflizar, D. (2024). Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender. Journal of Languages and Language Teaching, 12(1), 240. https://doi.org/10.33394/jollt.v12i1.9342
  11. Guest, G., MacQueen, K., & Namey, E. (2014). Applied Thematic Analysis. In Applied Thematic Analysis. SAGE Publications, Inc. https://doi.org/10.4135/9781483384436
  12. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
  13. Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
  14. Ignacio, Z. J. P., Pudalan, A. Lou, Vasquez, J., Dingal, V., & Montebon, M. (2025). Students’ Perceptions of Feedback in Reducing Speaking Anxiety. Cognizance Journal of Multidisciplinary Studies, 5(1), 228–246. https://doi.org/10.47760/cognizance.2025.v05i01.019
  15. Khafidhoh, K., Wijayati, R. D., & Risa, S. H. (2023a). Investigating Anxiety in Speaking among EFL Students: A Qualitative Study. Ahmad Dahlan Journal of English Studies, 10(1). https://doi.org/10.26555/adjes.v10i1.212
  16. Klimova, B. (2015a). The Role of Feedback in EFL Classes. Procedia - Social and Behavioral Sciences, 199, 172–177. https://doi.org/10.1016/j.sbspro.2015.07.502
  17. Lestari, R. D., Syahid, A., & Widiastuty, H. (2025). Strategies for Managing EFL Speaking Anxiety in an Indonesian University: A Sequential Explanatory Study. https://doi.org/10.25217/jed.v3i01.5645
  18. Lincoln, Y. S. (1985). Naturalistic inquiry (Vol. 75). sage.
  19. Mora, J. C., Mora-Plaza, I., & Bermejo Miranda, G. (2024a). Speaking anxiety and task complexity effects on second language speech. International Journal of Applied Linguistics, 34(1), 292–315. https://doi.org/https://doi.org/10.1111/ijal.12494
  20. Motallebzadeh, K., Kondori, A., & Kazemi, S. (2020a). The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety. Language Teaching Research Quarterly, 18, 40–52. https://doi.org/10.32038/ltrq.2020.18.03
  21. Mustamir, M. (2024a). Indonesian Efl Learners and Speaking Anxiety: Insights From a Meta-Synthetic Analysis. English Review: Journal of English Education, 12(2), 509–518. https://doi.org/10.25134/erjee.v12i2.9950
  22. Nirmala, A. (2024a). Anxiety in Speaking: What Factors and How to Overcome Ramli Article History. Journal of English Teaching, 10(1), 142–158. https://doi.org/10.33541/jet.v9i3.526
  23. Noviyanti, S. D. (2022a). Speaking Anxiety in Online English Class: Causes and Effects. International Journal of English and Applied Linguistics, 1(2). https://doi.org/org/ijeal.v2i1.1431
  24. Okyar, H. (2023). Foreign Language Speaking Anxiety and its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender. Science Insights Education Frontiers, 17(2), 2715–2731. https://doi.org/10.15354/sief.23.or388
  25. Patton, M. (2022). Impact-driven qualitative research and evaluation. In U. Flick (Ed.) Impact-driven qualitative research and evaluation (Vol. 2, pp. 1165–1180). SAGE Publications Ltd, https://doi.org/10.4135/9781529770278.n71
  26. Rao, P. S. (2019a). The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal(ACIELJ), 2(2). www.acielj.com
  27. Ratih, Rustandi, A., & Febriani, R. B. (2020). Investigating Students’ Self-Efficacy on the Use of Oral Peer Feedback in Speaking Subject. Journal of Development and Innovation in Language and Literature Education, 110–118. http://ejournal.karinosseff.org/index.php/jadila/article/view/16
  28. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. In Instructional Science (Vol. 18). https://doi.org/10.1007/BF00117714
  29. Suratin, N., & Sribayak, V. (2025a). Factors Contributing to Speaking Anxiety and Anxiety Reduction Techniques in Thai adult EFL Learners. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 294–319. https://doi.org/10.70730/MYTS3987
  30. Tauchid, A. (2025). Teacher and Peer Support as Key Factors in Efl Learners’ Speaking Anxiety and Proficiency in Online Learning Environments. Baltic Journal of English Language, Literature and Culture, 15, 125–142. https://doi.org/10.22364/BJELLC.15.2025.09
  31. Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second Language Anxiety and Achievement. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
  32. Topping, K. (2018). Using peer assessment to inspire reflection and learning. Routledge.
  33. Urena-Rodriguez, L., Lowell, V. L., & Yan, W. (2025). Peer Feedback, English Public Speaking Self-Efficacy, and Performance in Facebook and Brightspace. Education Sciences, 15(7). https://doi.org/10.3390/educsci15070879
  34. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. https://www.ebsco.com/terms-of-use
  35. Yu, S., & Lee, I. (2016a). Peer feedback in second language writing (2005-2014). In Language Teaching (Vol. 49, Issue 4, pp. 461–493). Cambridge University Press. https://doi.org/10.1017/S0261444816000161
  36. Zaccaron, R., & Puntel Xhafaj, D. C. (2024). Teacher and Peer Feedback on English as an Additional Language Writing: The Role of Social Representations. Profile Issues in TeachersProfessional Development, 26(1), 49–64. https://doi.org/https://doi.org/10.15446/profile.v26n1.107196
  37. Zuhri, N. A., Salija, K., & Sakkir, G. (2022a). The Impacts of Speaking Anxiety on Students’ Learning Process. In Journal of Technology in Language Pedagogy (JTechLP) (Vol. 1, Issue 3). https://doi.org/http://eprints.unm.ac.id/id/eprint/27651