Authors : Lam Ky Nhan

Volume/Issue : Volume 9 - 2024, Issue 9 - September

Google Scholar : https://tinyurl.com/yc2csddk

Scribd : https://tinyurl.com/3sx5rfs6

DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP1094

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the perceptions of EFL students regarding the role of peer interaction in developing English-speaking skills. A total of 125 English majors from Nam Can Tho University participated in the study, providing insights through a questionnaire on how peer-based activities influence their language learning. The results indicate that peer interaction offers increased opportunities for language practice, reduces anxiety, and boosts confidence in using English. Students reported that structured tasks, such as role-plays and problem-solving activities, significantly enhance their engagement, language fluency, and accuracy. Additionally, tasks relevant to real-life situations were found to motivate students to participate more actively in peer-based learning. These findings align with previous research, emphasizing the positive impact of peer interaction on fluency, vocabulary use, and self-monitoring. The study concludes that integrating peer interaction into EFL curricula fosters a supportive and communicative learning environment, encouraging collaborative language use and contributing to the overall development of English-speaking proficiency.

Keywords : Peer Interaction, English-Speaking Skills, EFL Learners, Collaborative Learning, Language Fluency.

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