PROMOTING STUDENTS’ CRITICAL THINKING THROUGH PEER FEEDBACK IN ORAL COMMUNICATION CLASSROOM

Abstract

<jats:p>Being able to speak critically requires think critically. This study explicates students’ perception on the use of oral peer feedback/review in establishing their speaking ability and critical thinking. Peer feedback/review is commonly employed in the classroom learning process especially in writing and oral communication classroom. The study acquired a qualitative case study design. Questionnaires and interviews were disseminated to gain the data. The eighteen undergraduates’ students of the English education program taking oral communication classroom entailed in this study. Findings indicated that most of the students perceived the beneficial use of oral peer feedback to enhance their oral communication speaking and critical thinking skills. They found that their peer feedbacks/review were very functional in establishing their oral communication skill. Defining the oral peer feedback/review, the students elucidated that it helped them in describing, analyzing, and evaluating critically what they had experienced. Concerning the findings, the students were able to reflect on their previous speaking performance and become more critical in analyzing and evaluating each of the performance sessions. Also, they were more aware of their comprehension of the materials taught in the classroom from the previous feedbacks/review. The findings profound that regular practices of oral peer feedback/review can be accomplished to develop students’ critical thinking to speak critically. Future studies might explore the extent to which these peer feedback activities have a quantitative effect on students' critical thinking skills.</jats:p>

Feedback Strategies: An Effort to Enhance the Critical Thinking Skills of Daf-Learners in Indonesia

“…This study shows us that feedback strategies in the classroom can be used as alternative strategies as en effort to enhance learners' critical thinking skills. It is supporting the result study conducted by (Alsaleh, 2020;Ekahitanond, 2013;Faridah, et al, 2020) which states that university learners' critical thinking skills can be promoted through peer feedback activity. The difference was that study was in an online discussion forum and the feedback was a peer-feedback, while the feedback in this study is face to face in the classroom from the lecturers to the learners.…”

Teachers’ Perspectives on the Efficacy of Oral Presentation Tasks toward Promoted Linguistic Acquisition

“…Although numerous studies have been conducted with regards to language development, literature indicates little to no consideration of how oral tasks can be regarded as a vital instrument to augment critical thinking and problem-solving skills among learners (Faridah et al, 2020). Therefore, there was a need to conduct this investigation as oral tasks are perceived as essential to unlocking information analysis and critical thinking skills during processes of teaching and learning; moreover, such tasks are considered promoters of information synthesis (Effiong, 2016).…”

Longitudinal study of a procedure for training low-proficiency english language students

“…In addition, according to Assessment et al (2005), learners frequently interact more realistically with each other than with tutors, and the receivers of feedback tend to be more engaged when the feedback is given by a peer. Intrinsically, PR offers learners the opportunity to assess peer content from the viewpoint of an analytical reader (Faridah et al, 2020).…”