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All Journal LLT Journal: A Journal on Language and Language Teaching Polyglot: Journal of Linguistics, Literature, and Language Education
Iglesias, Montserrat
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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NEW INSIGHTS INTO PEER FEEDBACK IN VIRTUAL LANGUAGE EXCHANGES Iglesias, Montserrat; Tarazona, Cristina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.10642

Abstract

To foster the acquisition of English or Spanish as a foreign language, 26 undergraduate students took part in a synchronous virtual language exchange between Oxford College of Emory University (United States) and CETT Barcelona School of Tourism, Hospitality and Gastronomy (affiliated with the University of Barcelona, Spain). After each conversation, participants had to fill in a 5-item questionnaire and comment on their language partner’s performance. Individual feedback was gathered by means of Google Forms and referred to overall oral performance, specific grammar and vocabulary errors, specific pronunciation errors, improvement suggestions for enhanced communication, and remarkable conversation features. To explore the main characteristics and components of peer feedback in this virtual context, the comments provided by the participants were analysed through content analysis and categorization using the qualitative data analysis software QDA Miner Lite. The results show that the participants made constructive recommendations and comments that supported the development of their communicative competences and intercultural skills. In practical terms, the specific strengths and weaknesses pointed out in the questionnaires can be used as formative indicators by students and instructors. This small-scale study aligns with previous research indicating that peer feedback as an integrated element in virtual language exchanges contributes to linguistic awareness and progress among undergraduate foreign language learners.
Integrating Peer and Teacher Feedback in the Assessment of English as a Foreign Language Oral Presentations in Higher Education Iglesias, Montserrat
Polyglot: Journal of Linguistics, Literature, and Language Education Vol. 1 No. 2 (2025): Polyglot: Journal of Linguistics, Literature, and Language Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/polyglot.v1i2.76

Abstract

This descriptive study investigates the integration of peer and teacher assessment in evaluating oral presentations among English as a Foreign Language (EFL) undergraduate students. The research followed a mixed-methods approach aiming to a) analyze the characteristics of peer feedback comments, and b) examine the alignment between peer and teacher scores to assess grading validity and reliability. Data were collected from 50 Spanish students over three academic years (2020-2021, 2023-2024, and 2024-2025), comprising 341 peer feedback forms that included both Likert-scale scores and open-ended comments focusing on four criteria: language use, task achievement, fluency and pronunciation, and communicative resources. Quantitative analyses were conducted to calculate means, standard deviations, Pearson correlation coefficients, and Cronbach’s alpha values. Results indicated strong alignment between peer and teacher assessments in 2020-21 and 2024-25, but a moderate correlation and lower reliability in 2023-24, suggesting inflated peer scores. A qualitative exploration through content analysis and categorization revealed consistent feedback themes across years, with fluency, vocabulary, and pronunciation being the most frequently mentioned strengths and weaknesses. These findings suggest that, when supported by training and structured rubrics, peer assessment can be a valid and reliable complement to teacher assessment in EFL oral presentation grading.
Co-Authors Tarazona, Cristina