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Peer Interaction in English Speaking Skills

Azman Ahmad Tajuddin.,

Hidayu Shafie

Akademi Pengajian Bahasa, UiTM Shah Alam

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0068

Received: 23 September 2025; Accepted: 30 September 2025; Published: 31 October 2025

ABSTRACT

Speaking skills remain a challenging skill for learners of English as a Second Language (ESL), as compared to

other language skills (reading, writing, and listening). This issue could stem from a variety of factors such as

anxiety, interference of first language, or lack of interaction in the target language. This study aims to explore

the role of peer interaction in English speaking skills among the ESL learners. In order to investigate this issue,

this study employed a purely quantitative research approach, specifically through a survey research design. A

set of questionnaire was utilised as the instrument to gather data among tertiary level ESL students of one

public university in Malaysia. The respondents were chosen using simple random sampling to measure the

viewpoints of students across different academic years in one faculty. Based on the findings of this study, it

was found that students had a positive view towards peer interaction in English language, seeing it as helpful

for becoming more fluent and building their confidence, as well as encouraging them to participate more in

English language classes. While issues like anxiety and different level of proficiency among peers become a

concern, these were not considered as major problems. These findings highlight the value of peer interaction in

the field of Second Language Acquisition (SLA) and the teaching of English language in ESL classrooms.

Keywords: (Peer interaction, English speaking skills, ESL learners, second language acquisition, speaking

skills)

INTRODUCTION

English language, which is a lingua franca in the modern world is vital in the cross-cultural communication

and is widely used in international collaborations in many fields such as the fields of technology, business,

education, and science (Rao, 2019). In today’s globalisation, English language proficiency is a demand in

many work industries, hence there is an increasing pressure in educational institutions to ensure students have

a good proficiency of English language. However,

For a second language learner, especially in English language, a lot of efforts and strategies are needed to gain

proficiency. However, when learning English as a second language (ESL), the traditional approach to learning

this language is by prioritising writing and grammar accuracy over the proficiency in speaking skills. While

writing skill and grammar accuracy is vital in ensuring understandable communication, speaking skill is also

incredibly important in conveying messages. Nevertheless, the lack of emphasis in English speaking skill has

led to a gap among the ESL learners whereby they might be able to write well, but they lack the confidence

and proficiency to speak English interactively for real-world communication.

For ESL learners, a lot of them has problem to speak this language well due to several reasons such as anxiety

or insecurity (Islam & Roy, 2024). Due to these reasons, a more holistic approach is needed to help the learners

to master speaking skills. One way to support their learning is by ensuring they have increased verbal practice

in their daily lives to bridge the gap between formal and informal language acquisition across various contexts.

From the Vygotskian perspective on Sociocultural Theory (Vygotsky, 1978), peer interaction is seen as a

promising strategy to address this issue. This is because in this theory, learning takes place through social

interaction, hence peer interaction in English language is a potential tool to help learners speak better in the

language. According to Nhan (2020), language learners would be able to improve their linguistic and cognitive

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skills by interacting with more proficient peers within their Zone of Proximal Development (ZPD). Through

collaborative activities, ESL learners would be able to engage in a more authentic communication, and they

would be able to practice their speaking skills in a low-stakes environment.

There is a significant gap in the existing literature on the use and benefits of peer interaction on speaking skills

among ESL learners. This gap highlights the need to further investigate how peer interaction strategies can

assist students in learning English speaking skills. Therefore, this study aimed to investigate the role of peer

interaction in enhancing ESL learners’ speaking skills. Based on this purpose, the objectives of this study were

to:

1) examine the ESL learners’ perceptions of peer interaction to enhance their English speaking skills

2) identify the challenges that ESL learners might face with peer interaction

3) determine the influence of peer interaction on ESL learners’ speaking fluency.

LITERATURE REVIEW

Vygotsky’s Sociocultural Theory and Krashen’s Input Hypothesis

In the Sociocultural Theory by Vygotsky (1978), it proposes that cognitive development occurs through a

social interaction process, where a person collaborates or learns from someone who is more knowledgeable

and have more experience. This process happens within the Zone of Proximal Development (ZPD), which is a

distance between what a learner can accomplish independently and what the learner can accomplish with a

guidance and help from someone who is more knowledgeable (Nhan, 2020). In the context of ESL, the

learners will be able to develop their cognitive and language skills by collaborating with peers or instructors

who are more proficient in the language (Panhwar et al., 2016).

Meanwhile, Krashen’s Input Hypothesis (1992) is also a theory most referred to in the second language

acquisition field. Krashen argues that learners could acquire language when they are exposed to inputs that are

beyond one’s level of proficiency but could still be understood by the learner (i+1). In relation to peer

interactions, learners could potentially learn from one another through meaningful collaborative activities.

When they are exposed to language inputs that are meaningful during classroom activities, it could help them

to acquire language without feeling pressured compared to doing individual activities. Swain and Watanabe

(2012) stated that authentic and meaningful conversations between peers would expose them to vocabulary,

grammar, structure and pronunciation of English language, which would contribute to their speaking fluency.

In addition, Krashen (1982) also emphasised the Affective Filter Hypothesis, in which he argued that affective

variables have influence in the second language acquisition. In this hypothesis, there are three affective

variables that could affect one’s acquisition of second language which are motivation, self-confidence, and

anxiety. Second language learners that have high motivation, high self-confidence and low anxiety, generally

perform better in the second language acquisition (Krashen, 1982). In this study, the peer interactions in

English speaking activities might involve the affective variables mentioned by Krashen (1982), hence,

justifying the use of this theory in this study.

ESL Learners’ Perceptions of Peer Interaction

Peer interaction plays a crucial role in the language learning process, particularly in enhancing ESL learners'

speaking and writing skills. Multiple studies (Siak et al., 2021; Husin & Hj Ariffin., 2008; Govindasamy &

Shah, 2020) consistently highlighted the significance of peer interaction in language learning especially in

writing and speaking skills. In a recent study, Siak et al. (2021) surveyed the perceptions of ESL learners

towards peer interaction in an intermediate English writing course at a Malaysian university. Results indicated

that learners appreciated peer feedback maximally to improve clarity and coherence of their writing, as it

meant they had seen it from different perspectives and helped them build confidence. Cultural norms

sometimes inhibited students from making critical comments, as noted by Siak et al. (2021). They, therefore,

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suggested that peer feedback training could be a powerful means of improving the effectiveness of peer

collaboration.

This argument is supported by Husin and Hj Ariffin (2008), who examined peer feedback among 19 Malay

ESL learners in a Malaysian college writing course. Their findings overlapped with those of Siak et al. (2021)

in demonstrating that peer feedback was essential for the refinement of students' writing. Both studies together

indicate a clear need for structured peer feedback sessions that would also offer solid guidelines for better

collaboration. However, Husin and Hj Ariffin (2008) further observed that linguistic competence affected the

participative power of learners, hence the lower-level students being fearful of critiquing others, while the

higher-level learners probably tended to disregard feedback made by less expert peers.

Challenges Associated with Peer Interaction

Various studies indicate that several challenges hinder effective peer interaction. Therefore, the studies of these

works (Tinggie et al., 2023; Ying et al., 2021; Mendieta-Aragón et al., 2023) offer insights into barriers to peer

interaction in different educational settings from ESL primary classrooms to online university courses and

hybrid learning. Some of these barriers that have been raised include communication anxiety, unequal

participation, technological barriers, and the lack of structured peer-learning frameworks.

The biggest challenge is caused by the students' reluctance to respond because of anxiety and lack of

confidence in their speaking. Tinggie et al. (2023) show that ESL primary school students were hesitant to

participate in peer discussion owing to fear of making mistakes, together limiting their potential to benefit

from peer scaffolding. Similarly, Ying et al. (2021) reported that ESL learners studying online were afflicted

with speaking anxiety and had issues interacting through video conferencing tools since they did not have face-

to-face interactions, which made them feel more isolated and disengaged. Likewise, Mendieta-Aragón et al.

(2023) had noticed that students creating digital content for peer learning in hybrid university settings

encountered barriers to expressing their thoughts effectively. The combined findings here point to social and

psychological factors that sometimes restrict peer interaction and should be addressed through certain other

interventions to create a more supportive and inclusive environment.

The unbalanced participation levels amongst students formed another major barrier to enhanced peer learning.

Tinggie et al. (2023) found the level of English amongst students, as well as personality traits (introversion

versus extroversion), as variables influencing participation in peer scaffolding activities. Students with higher

English language proficiency tend to dominate the discussions while students with lower proficiency sit back,

gaining little from the interaction. Similarly, it was noted by Mendieta-Aragón et al. (2023) that those who

played the role of "teachers" by creating digital learning content were far more engaged and motivated than

those who did mere learning. The learner groups had a significantly lower level of participatory engagement,

signifying the importance of carefully structured peer-learning activities which promote equal participation.

Ying et al. (2021) stressed that the asynchronous discussions in online learning environments took place over

their social media, where unequal engagement by the participating students was observed. These highlight the

challenge of achieving balanced participation in peer learning in digital and hybrid modes.

Influence of Peer Interaction on Speaking Fluency

Research indicates the ways in which collaborative learning environments, structured peer activities, and

interactive techniques positively contribute to the development of oral communication skills. For instance,

these studies (Namaziandost et al., 2020; Saeid, 2025; Fauzan, 2016), seem to point out that peer interaction

significantly develops fluency, confidence, and engagement in language learning.

Namaziandost et al. (2020) investigated the effect of cooperative learning strategies on the speaking fluency of

Iranian EFL learners. The study involved 72 intermediate-level students and showed that peer-based activities,

including Think-Pair-Share and Numbered Heads, maximized their speaking fluency skills. The results

indicated that structured peer interaction had a positive impact on the students' active participation, on-the-spot

communication, and fluent use of language. Similarly, Saeid (2025) explored the effectiveness of peer

interaction on secondary school Kurdish EFL learners. A quantitative approach revealed that peer discussions

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and collaborative tasks improved listening and speaking skills. These findings coincide with Fauzan (2016),

who looked into how debate and peer assessment could improve speaking abilities afloat on third-semester

EFL students in Indonesia. His study found that structured peer collaboration and assessment afforded learners

the opportunity to express themselves in a more fluent and confident manner.

METHODOLOGY

This research employed a quantitative approach, specifically a survey research design to achieve the research

objectives of this study. This approach was suitable for this study as it could gather data in a large amount to

help this study to identify ESL learners’ perspectives of peer interaction on their speaking skills. The structured

data collection and statistical analyses of this approach (Longe, 2019) and design helped this study to generate

general conclusions on peer interaction and English speaking skills.

The target population of this study was ESL university students, who enrolled in two English language

programs in a faculty in one public university in Selangor, Malaysia. The respondents involved were those

from the first semester until the final semester. Additionally, the specific criteria for sampling frame in the

study was students who could speak and understand English. In addition, simple random sampling was utilised

to select the sample respondents to participate in this study. This sampling technique was chosen due to the

probability of each respondent in the target population to be chosen equally to participate in the study, which

made the sample of the study more representative (Taherdoost, 2016). The total number of sample size

involved in this study was 100 respondents, with a response rate of 70.4%.

To collect data for this study, a questionnaire was selected as the research instrument to investigate the

learners’ perceptions on peer interaction in speaking skills. The questionnaire was adapted from two previous

studies which were from Gong’s (2023) and Ding’s and Zhu’s (2025) studies. There were four sections in the

questionnaire: 1) demographic profiles, 2) perceptions of ESL learners on peer interaction in speaking skills, 3)

challenges faced by ESL learners in peer interaction activities, and 4) the influence of peer interaction on ESL

learners’ speaking skills. The demographic profiles section utilised multiple choice question items for

respondents to choose the options. Meanwhile, the second, third, and fourth sections of the study utilised a 5-

point Likert Scale ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire consisted of 26

items in total.

Before collecting data from the target population, this study applied the research ethics approval from the

faculty to ensure that all processes and procedures of this study comply with the ethical standards for research.

Once the ethics approval was obtained, this study started to contact the respondents through online platforms

such as email, WhatsApp, and Telegram applications. To gather the data, an online Google Form survey link

was distributed to the respondents for easy access and answering on the respondents’ part. In the link

distributed, respondents were asked to fill consent form to ensure that they participated in this study willingly,

and to give brief information and explanation to them regarding this study. Confidentiality of their responses

was also included in the consent form to assure them that their responses were strictly confidential and were

used for the purpose of this study only.

In order to analyse the data of from the survey, this study employed the Statistical Package for Social Sciences

(SPSS) software. Responses gathered from the survey were keyed in into this software accordingly. For the

purposes of data analysis, descriptive statistics analyses were conducted to analyse data pertaining to the ESL

learners’ perceptions regarding peer interaction, challenges they faced and influence of peer interaction on their

speaking skills. Before the descriptive analyses were computed, this study determined the reliability of the

instrument used through Cronbach’s Alpha analysis, which yielded a result of acceptable reliability value

according to George and Mallery (2003), as α = 0.724.

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RESULTS AND DISCUSSION

Respondents’ demographic profiles

The purpose of this study was to investigate the role of peer interaction in English speaking skills among ESL

university learners in a public university in Selangor, Malaysia. The results are presented according to the three

research objectives determined in this study for a structured and comprehensive understanding.

Table 1 Respondents’ demographic profiles

Variables

Category

Frequency (n = 100)

Percentage (%)

Gender

Male

Female

Age group

18-20

21-23

24-26

Study year

First

Second

Third

Table 1 above presents the respondents’ demographic profiles of this study. Based on the table, there were 48%

of male respondents and 52% of female respondents. A majority of the respondents were in the age group of 21

to 23, with a percentage of 63%. The second highest group was the respondents from 24 to 26 years old (23%)

and the least was respondents in the age group of 18 to 20 years old (14%). In regard to the respondents’ study

year, most of the respondents in this study were from third year (63%), and 23% of them were from the second

year, while respondents from the first year were only 14% from the total respondents involved in this study. In

general, it is concluded that a majority of respondents in this study were female respondents, in the age of 21 to

23 years old, and mostly are in their third year of education.

Perceptions of ESL learners of peer interaction to enhance English speaking skills

Table 2 Descriptive statistics of peer interaction to enhance English speaking skills

Items

Mean

Std. Deviation

1) I believe that peer interaction helps me improve my English speaking skills.

4.27

0.81

2) I feel more confident in speaking English when interacting with my peers.

4.00

0.79

3) I think peer interaction provides a better opportunity to practice speaking English

compared to speaking with teachers.

3.99

0.93

4) I enjoy participating in peer interaction activities to enhance my English fluency.

3.95

1.02

5) I find that engaging in conversations with my peers helps me become more

comfortable with speaking English.

4.11

0.99

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6) I feel motivated to use English more frequently because of peer interaction.

4.04

0.89

7) I believe that peer interaction encourages me to express myself in English more

naturally.

4.14

0.86

Total mean score

4.07

0.53

Table 2 presents the results of the descriptive statistics analysis for ESL learners’ perceptions of peer

interacting to enhance English speaking skills. Based on the table, it was found that the highest mean score is

4.27 (SD = 0.81), which refers to the item ‘I believe that peer interaction helps me improve my English

speaking skills’. This is followed by the item ‘I believe that peer interaction encourages me to express myself

in English more naturally’ (M = 4.14, SD = 0.86). On the other hand, most of the respondents somewhat agree

that they enjoy participating in peer interaction activities to enhance their English fluency, as this item obtained

the lowest mean score (M = 3.95, SD = 1.02). The respondents also somewhat agreed that peer interaction

provides better opportunity to practise speaking English compared to speaking with teachers (M = 3.99, SD =

0.93). The total mean score for this section was 4.07 (SD = 0.53), which indicates that respondents in this

study had positive perceptions of peer interaction in enhancing their English speaking skills.

The findings above showed that generally, ESL learners feel positive about having peer interactions when

speaking in English language. They believed that peer interactions helped to improve their English speaking

skills, and they were more encouraged to use English more naturally. This result confirms Vygotsky’s (1978)

Sociocultural Theory, whereby a learner is able to gain more knowledge through social interaction and

scaffoldings from someone who is far more knowledgeable within their Zone of Proximal Development. Not

only that, peer interaction is believed to provide more inputs, thus helping a learner to further improve their

knowledge. This aligns with Krashen’s Input Hypothesis (1992) where a learner is able to acquire language

better when they are exposed to something slightly beyond their knowledge, but still comprehensible (i+1).

Challenges faced during peer interaction

Table 3 Challenges faced during peer interaction

Items

Mean

Std. Deviation

1) I experience anxiety when interacting with my peers in English.

3.64

1.18

2) I find it difficult to express my thoughts clearly when speaking with my peers.

3.56

1.06

3) I sometimes struggle with understanding my peers during peer interaction

activities.

3.58

1.05

4) I feel uncomfortable when my peers correct my English during interactions.

3.46

1.13

5) I find that my limited vocabulary hinders my ability to interact effectively with

peers.

3.82

1.07

6) I feel that cultural differences create challenges during peer interactions

3.69

1.14

7) I have difficulty maintaining the flow of conversation with my peers in English.

3.58

1.13

Total mean score

3.62

0.76

Table 3 above displays the respondents’ challenges that they faced during peer interactions. From the table, it is

observed that respondents mostly had problem with their limited vocabulary that hinders their ability to

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interact effectively with peers, as this item obtained the highest mean score (M = 3.82, SD = 1.07). This is

followed by the challenge of cultural differences that create challenges during peer interactions (M = 3.69, SD

= 1.14). In the contrary, the respondents somewhat agreed that they had uncomfortable feelings when their

peers corrected their English during interactions as this item had the lowest mean score (M = 3.46, SD = 1.13).

This indicates that they do not really have issues with their peers correcting them. The total mean score of the

challenges that respondents faced during peer interactions was 3.62 (SD = 0.76), which is a moderate mean

score. The moderate score indicates that the respondents in this study encountered challenges during peer

interactions, however the challenges were not really significant to their English-speaking skills.

This finding supports Ying’s et al. (2021) study, whereby they stated that having sufficient vocabulary is vital

to communicate competently, and the lack of vocabulary could lead to ineffective collaborative interactions.

The respondents in this study also did not really feel uncomfortable when their peers corrected them during

interactions, which shows that ESL learners appreciate the feedback that they received from their peers. As

stated by Husin and Hj Ariffin (2008), a respectful feedback with a clear purpose from peers would actually

increase students’ motivation, self-reflection, and their willingness to improve. This aligns with Krashen’s

Affective Filter Hypothesis whereby with high motivation and self-confidence, learners would be able to learn

the language better. In addition, Tinggie et al. (2023) asserted that through peer feedback and scaffolding, the

learners are encouraged to provide mutual support, understanding, and encouragement to each other.

Influence of peer interaction on speaking fluency

Table 4 Influence of peer interaction on speaking fluency

Items

Mean

Std. Deviation

1) I have noticed an improvement in my English speaking fluency through peer

interaction.

4.10

0.93

2) I feel more confident speaking English in real life situations because of peer

interaction.

4.06

0.79

3) I believe peer interaction has helped me become more fluent in speaking English.

4.01

0.88

4) I can speak English more easily and fluently after participating in peer interaction

activities.

4.18

0.81

5) I feel more comfortable using English in both formal and informal settings due to

peer interaction.

4.07

0.91

6) I believe peer interaction has increased the opportunities for me to practise

speaking English.

4.08

0.80

Total mean score

4.08

0.53

Table 4 above shows the respondents’ perceptions on the influence of peer interactions on their speaking

fluency. Based on the table, a majority of the respondents agreed that they can speak English more easily and

fluently after participating in peer interaction activities (M = 4.18, SD = 0.81). This is followed by them

noticing an improvement in their English speaking fluency through peer interactions (M = 4.10, SD = 0.93).

On the other hand, the lowest mean score is 4.01 (SD = 0.88), which refers to the item ‘I believe peer

interaction has helped me become more fluent in speaking English’. Despite this item has the lowest mean

score, the score is a high score, indicating positive influence of peer interactions on their speaking skills. The

total mean score for this section is 4.08 (SD = 0.53), which is a high mean score.

The findings of this study showed that the respondents had a generally positive perceptions on the influence of

peer interactions on their English speaking skills. This could be attributed to the opportunities for learners to

negotiate meaning, receive constructive feedback, and practice speaking repeatedly which contribute to their

speaking fluency (Namaziandost et al., 2020) during peer interactions. When learners interact with each other

respectfully and constructively, it enhances the learners’ motivation to continue interacting with one another in

English. This kind of interaction also lowers the pressure that learners might have, which could reduce their

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anxiety, thus increasing their willingness to communicate in the target language (Nakatsukasa & Loewen,

2015).

CONCLUSION

This study investigated the role of peer interactions in enhancing ESL learners’ speaking skills and has found

positive perceptions among the ESL learners on peer interactions. Even though there are challenges that they

faced during the interactions, ESL learners in this study did not think that the challenges are significant to

disrupt their learning process. They believed that peer interactions helped them to speak English more easily

and fluently.

The findings of this study have several implications to the teaching and learning of English language,

particularly in teaching speaking skills. Firstly, the overall positive perception of peer interactions suggests that

instructors should integrate more collaborative learning strategies in the classroom more intentionally. When

teaching speaking skills, instructors should allow the learners to have as much authentic activities as possible

to encourage more practise and participation among the learners. Moreover, this study found that vocabulary

deficiency is the main challenge that the learners face during interactions, which means that instructors should

provide as much resources as possible to the learners during classroom activities. Learners should be exposed

to as much related vocabulary as possible for them to practise with their peers.

To conclude, the findings of this study support the sociocultural theory by Vygotsky and the Krashen’s Input

Hypothesis. These theories highlight the importance of meaningful interactions among the learners in language

acquisition, and social learning could foster a collaborative and low pressure environment for learners to feel

more confident to speak in English language.

ACKNOWLEDGEMENTS

Sincere thanks and appreciation are bid to the respondents in this study, who provided valuable data for this

study.

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