A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is application/pdf
.
PROMOTING STUDENTS' CRITICAL THINKING THROUGH PEER FEEDBACK IN ORAL COMMUNICATION CLASSROOM
2020
Academic Journal Perspective : Education, Language, and Literature
Being able to speak critically requires think critically. This study explicates students' perception on the use of oral peer feedback/review in establishing their speaking ability and critical thinking. Peer feedback/review is commonly employed in the classroom learning process especially in writing and oral communication classroom. The study acquired a qualitative case study design. Questionnaires and interviews were disseminated to gain the data. The eighteen undergraduates' students of the
doi:10.33603/perspective.v8i1.3348
fatcat:6zh6sb43t5cbvey3kwt6oqvagi