Open AccessPublic Speaking and Online Peer Feedback in a Blended Learning EFL Course Environment: Students’ Perceptions
Author(s) -
Latifa El Mortaji
Publication year - 2022
Publication title -
english language teaching
Language(s) - English
Resource type - Journals
eISSN - 1916-4750
pISSN - 1916-4742
DOI - 10.5539/elt.v15n2p31
Subject(s) - blended learning , psychology , context (archaeology) , mathematics education , public speaking , educational technology , pedagogy , teaching method , cooperative learning , medical education , medicine , paleontology , linguistics , philosophy , biology
This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor’s weekly observation of the students’ presence and performance online, the researcher collected data about the students’ progressive learning of the public speaking skills, peer feedback, and the students’ assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students’ attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase.