<![CDATA[This study examines the extent to which peer feedback influences the development of public speaking skills among English Education students. Public speaking constitutes a critical component of communicative competence; however, many students continue to face challenges related to confidence, organization, and delivery. These limitations underscore the need for more interactive and learner-centered instructional strategies. A quantitative quasi-experimental design with a pretest–posttest control group was employed, involving 60 students divided into experimental and control groups. The experimental group participated in structured peer feedback activities, while the control group received conventional instruction. Data were collected through classroom observations using a standardized public speaking rubric and questionnaires assessing students’ confidence levels. The findings demonstrate that the experimental group achieved significantly greater improvement than the control group. Substantial gains were identified across key dimensions of public speaking, including confidence, presentation structure, and delivery. Statistical analysis confirmed that these differences were significant (p < 0.05), indicating that peer feedback had a measurable impact on students’ speaking performance. These results provide empirical support for the effectiveness of peer feedback as a collaborative learning strategy that enhances both cognitive and affective aspects of speaking. The study contributes to the existing literature by offering quantitative evidence within the context of Indonesian higher education and highlights the pedagogical value of integrating structured peer feedback into public speaking instruction.]]>
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