THE ROLE OF STRUCTURED PEER FEEDBACK IN DEVELOPING EFL LEARNERS' SPEAKING CONFIDENCE

Speaking confidence is a fundamental yet frequently underestimated dimension of English as a Foreign Language (EFL) learning. Although learners may possess sufficient grammatical knowledge and vocabulary, they often struggle to communicate orally because of fear of negative evaluation, limited opportunities for authentic interaction, and uncertainty about their speaking abilities. This article examines the pedagogical potential of structured peer feedback as a formative assessment approach that can support learners' speaking confidence, self-efficacy, and willingness to communicate. Drawing on research on formative assessment, feedback, and second-language speaking, the paper distinguishes purposeful peer feedback from informal peer correction. It proposes a six-stage instructional model comprising criterion-based observation, evidence-based positive feedback, one actionable recommendation, learner self-reflection, repeated performance, and follow-up evaluation. Particular attention is given to psychological safety, feedback literacy, learner autonomy, and the responsible use of audio-visual technologies. The analysis suggests that peer feedback is most educationally valuable when learners are trained to evaluate observable performance rather than personal ability, and when feedback is followed by an opportunity to revise and rehearse. The article concludes with practical implications for EFL teachers and recommendations for future empirical research in secondary and higher education.