Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

Abstract

This study investigated how different feedback sources, such as teacher and peer correction, affect students learning English as a foreign language (EFL) regarding speaking accuracy, fluency, and academic passion. The effects of online and face-to-face instruction and peer and teacher corrections were investigated in this study using a factorial design. Convenience sampling was used to choose six intact classes from Jinzhong University's Department of Foreign Languages. Academic passion and speaking tests were used before and after the treatment. The data were analyzed using ANOVA tests. The findings showed that peer correction outperformed teacher correction in improving speaking accuracy, fluency, and academic passion.Additionally, peer correction was more beneficial than receiving no correction at all. Furthermore, teacher correction positively influenced speaking accuracy compared to the non-correction group. The findings also demonstrated that feedback mechanisms have a significant overall impact on speaking accuracy and fluency independent of particular training and correction circumstances. The interaction between instruction and correction was not statistically significant. These findings highlight the crucial role that correction mechanisms play in enhancing speaking accuracy and naturalness, which has important ramifications for language teachers and curriculum designers.