Exploring EFL Students' Experiences of Peer Interaction in English-Speaking Activities

Abstract

This study explored eleventh-grade students’ experiences of peer interaction in English-speaking activities. Specifically, it aimed to examine how students experienced and perceived these interactions, as well as the challenges they encountered. Employing a basic qualitative research design, this study involved six students selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews, and subsequently analyzed using thematic analysis. The findings generated seven themes. First, students experienced peer interaction as a comfortable, supportive environment that reduced pressure, and as a reciprocal learning process where they could exchange knowledge and support one another. Second, students perceived peer interaction as a catalyst for developing confidence and speaking more naturally, recognizing their peers as valuable sources of language learning through exposure to vocabulary and feedback. However, the interactions also involved challenges, including differences in English proficiency, vocabulary gaps, and differing perspectives that occasionally interrupted the communication flow. To manage these difficulties, students actively employed strategies such as alternative expressions, code-switching, translation, and mutual assistance. Overall, the findings suggest that while peer interaction is a meaningful and supportive pedagogical tool, its dynamics are heavily shaped by students’ linguistic differences and their ability to navigate interactional difficulties.