COMPARISON OF TEACHER AND PEER FEEDBACK ON THE REDUCTION OF LANGUAGE ERRORS IN JUNIOR STUDENTS' SPEAKING

From the standpoint of formative assessment, the primary distinction between peer and teacher feedback is that, in contrast to instructors, peers are not domain experts. Peer feedback's accuracy varies as a result. Peer opinions and advice might be misleading, entirely wrong, or only partially accurate. Additionally, an assessee typically does not view the peer assessor as a "knowledge authority," which makes them more reluctant to accept a peer's opinion or advise. Peer feedback, however, can be helpful for learning, which may perhaps be reason it differs from teacher feedback in that the impact and meaning of feedback are changed when there is no obvious "knowledge authority" (such as the teacher). In this paper, we outlined the comparison of peer and teacher feedback on the reduction of language errors in juniors’ speaking skills alongside with the benefits each type provides.