Abstract
The study aims to examine the effectiveness of peer feedback in helping the learners improve their English presentation skills and explore their perceptions toward peer feedback in Korean elementary English classes. The results show that peer feedback has improved the learners’ presentation performances in terms of their delivery power and attitude scores. It is also noted that peer feedback has promoted critical thinking and encouraged learners to be motivated and confident in studying English, enabling self-directed English study. In particular, the learners’ strong preference for using written peer feedback might be partly explained by culture-specific assumption that they tend to avoid giving critical comments in face-to-face situation. These all may provide an insight into peer feedback as an effective teaching strategy to enhance learners’ performance as well as support learning process as an social activity in oral presentation classes.
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