English communication strategies are important for maintaining the oral communication. According to Social Cognition, individual’s knowledge acquisition can be directly related to the observation of others within the context of social interactions, experiences, and outside media influences. The notion of The Zone of Proximal Development (ZPD) is considered significant in Social Cognition, which states that learner’s interaction with instructors or peers can promote their potential development. Peer feedback is one of the methods to fulfill ZPD. Learners serve not only as students but also as teachers. Learners are also more willing to interact with others after receiving peer feedback because using peer feedback may reduce learning anxiety. This study aims to use peer feedback to enhance oral communication strategy learning and oral performance and decrease learning anxiety in English.
This study adopts a quasi-experimental design in which learners were divided into two groups: peer feedback communication strategy group (n = 20) and traditional communication strategy group (n = 20). The class met for four weeks. Each week has four stages: course introduction, course practicing and recording, peer feedback, and feedback discussion. The traditional communication strategy group only went through stage one and two; the peer feedback communication strategy group went through the four stages. Pre and posttests included learning anxiety questionnaire and oral exam. The oral production was analyzed to measure the change of communication strategy use and overall oral proficiency. The findings revealed that participants in the peer feedback communication strategy group significantly outperformed the traditional communication strategy group in their oral proficiency. The participants in the peer feedback communication strategy group did not show better performance than the traditional communication strategy group in the use of frequency of communication strategy.
Questionnaire results showed that the participants’ learning anxiety in the peer feedback communication strategy group was not reduced significantly when compared with the participants’ learning anxiety in the traditional communication strategy group. Although our system did not show significant effect in the use of frequency of communication strategy, however, our system helped students enhance their oral proficiency in English. It might be that students were unfamiliar with the timing of using communication strategy. For the future research, we may have additional practice about the timing of using communication strategy, and a teacher control panel can be designed to monitor students’ learning progress immediately. It is hope that future research can provide students a better learning environment and learning performance.
Keywords: English Communication?Peer Feedback?Communication Strategy?Learning Anxiety