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Peer Feedback Through Voki to Raise Students' Awareness of the Register in Spoken Activities
Abstract
Speaking is challenging in EFL students living in a Spanish-speaking country. It was the case of the participants of this study. They were teenagers of a public high school located in Ecuador. An action research was implemented. The design was quasi-experimental. Data was collected with through pre- and posttests and pre- and post-surveys. Cohen's d=3.34 indicates a large impact for improving speaking with the use of peer feedback and Voki; a p=0.000 shows statistically significant results that were due to the intervention. The instruments also collected information regarding students' perspectives towards fluency, pronunciation, peer feedback, and register. Results indicated a large change of students' opinion favoring peer feedback and register, as well as a slight change in their opinion related to fluency and pronunciation. The findings also show that this research study has implications for educators, directors, and principals of institutions who are interested in improving the English-speaking skills of their students.
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