The Impact of Peer Feedback on Oral English Learning 
Motivation and Classroom Engagement of Non-English 
Majors

Yinya Huang

doi:10.70711/eer.v2i12.8454

The Impact of Peer Feedback on Oral English Learning Motivation and Classroom Engagement of Non-English Majors

Yinya Huang

Abstract

To explore the practical value of peer feedback in oral English teaching for non-English majors, this study conducted a 12-week
quasi-experimental intervention among 86 sophomores from a local university. Using an Oral English Learning Motivation Questionnaire, a
Classroom Engagement Observation Scale, and semi-structured interviews, it analyzed peer feedback's impact on students' intrinsic/extrinsic
motivation and behavioral/cognitive/emotional engagement. Results showed the experimental group (peer feedback) achieved significantly
higher scores in intrinsic motivation, behavioral and cognitive engagement than the control group (traditional teacher feedback). Extrinsic
motivation and emotional engagement improved but not significantly. Peer feedback effectively activates non-English majors' oral learning
initiative and enhances classroom engagement quality, providing empirical support for college oral English teaching innovation.

Keywords

Peer Feedback; Oral English; Motivation; Engagement

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References

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DOI: http://dx.doi.org/10.70711/eer.v2i12.8454

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