Peer Feedback, English Public Speaking Self-Efficacy, and Performance in Facebook and Brightspace

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 7 (2025), p. 879-900
Autor principal:	Urena-Rodriguez, Lucia
Otros Autores:	Lowell, Victoria L, Yan Weijian
Publicado:	MDPI AG
Materias:	Students Collaboration College students Confidence Foreign language learning Anxiety Multimedia Computer mediated communication Self-efficacy Critical thinking Interpersonal communication Education Language Social media Feedback Public speaking Success Verbal communication Language instruction Social networks Educational activities English as a second language learning Speaking Skills Second language learning Social interaction Computer platforms Empowerment English language Quasi-experimental methods Learning Meaning Student participation Language acquisition Peers Peer review Academic achievement Undergraduate students Mass media Communication Self Efficacy Active Learning Communication (Thought Transfer) Cooperative Learning Interpersonal Relationship Interactive Video Student Motivation Evaluative Thinking Language Proficiency Learner Engagement English Language Skills Influence of Technology Learning Strategies Learning Processes Skill Development Beliefs Speech Skills Educational Facilities Improvement Classroom Environment Informal Education
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Descripción
Resumen:	Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in socially engaging environments. Although learning management systems (LMSs) such as Brightspace have been predominantly used to conduct English language learning activities, including peer feedback, SMAs like Facebook offer unique affordances that may further promote student engagement and confidence. Developing public speaking skills is critical for effective communication in English language education; however, many students struggle with self-efficacy, speaking anxiety, and providing meaningful feedback to peers. Given the potential benefits of SMAs, this study explored their comparative impact on three dimensions of English language learning: English public speaking self-efficacy, peer feedback self-efficacy, and English speaking performance. This quasi-experimental study used a pretest–posttest design with undergraduate students (n = 15) at a large Midwestern university in the United States. Independent sample t-tests were conducted to compare outcomes between the Facebook and Brightspace groups. The results revealed that both SMAs and LMSs were equally effective platforms for peer feedback activities, with no significant differences found between groups across the three targeted areas of learning.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15070879
Fuente:	Education Database