ANALYSIS OF EFL STUDENTS’ EXPERIENCES OF GIVING AND RECEIVING DIGITAL PEER FEEDBACK IN SPEAKING PRACTICE

Abstract

Digital platforms are increasingly used in English language learning to facilitate peer feedback, particularly in speaking practice. However, students’ experiences of giving and receiving peer feedback through digital platforms remain underexplored, particularly in EFL speaking contexts. This study aims to explore EFL students’ experiences of giving and receiving digital peer feedback during speaking practice, with particular attention to their reflections on feedback and how they reported using it in subsequent speaking activities. The study employed a descriptive qualitative design involving 34 eleventh-grade students at MAN 1 Surakarta during the 2025–2026 academic year. Data were collected through a questionnaire distributed via Google Forms, a semi-structured interview with the English teacher, and documentation in the form of photographs and videos of the learning activities. The data were analyzed using qualitative data analysis procedures involving data reduction, data display, and conclusion drawing and verification. The findings indicate that students generally reported positive experiences with digital peer feedback. Many students reported engaging in giving and receiving feedback, reflecting on their speaking strengths and weaknesses, and applying peer suggestions in subsequent speaking practice. However, the responses also showed variation in students’ engagement, particularly in paying attention to feedback and feeling motivated to practice speaking. The findings should be interpreted as students’ self-reported perceptions rather than direct evidence of improvement in speaking performance. The study is also limited by the absence of individual student interviews and objective measures of speaking development.