Republic of the Philippines

Commission on Higher Education

Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo

IMPROVING ENGLISH SPEAKING SKILLS THROUGH PEER INTERACTION

STRATEGY

KYLA JANE PALMEROLA

PAMELA GRACE TAÑALAS
 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo

CHAPTER 1

INTRODUCTION

Background of the Study

Speaking is considered as one of the core language skills

that is needed in order to have an effective communication.

English speaking fluency plays a vital role in a person’s

overall communication skills-both academically and in real-life

communication. It allows effective communication for individuals

to put thoughts into words clearly and confidently. Fluency also

contributes to academic success, as students who speak English

well can participate in classroom activities, oral presentations,

and collaborative tasks.

According to Wang, Kiuru, Degol and Aro (2018),

relationships between peers have been affirmed as one of the

influential factors in a students’ academic success.

 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
Shao, Kang, Lu, Zhang and Li (2024) say that peer

relationships describe the social connections and interactions

students create with others of the same age group, involving

interpersonal bonds, their emotional exchanges and their patterns

in communication.

For learners of English as a second language, acquiring

proficiency in English requires extensive effort and the use of

effective strategies. The traditional way of teaching English,

however, place importance more on writing and grammatical

accuracy rather than cultivating the speaking ability. Although

mastering writing and grammar is important for clear

communication, the capacity to communicate verbally with

confidence is fundamental for ensuring clear meaning in real-

world communication. This minimal prioritization of oral

proficiency has created a gap among ESL learners, where many can

produce accurate written outputs but lacks confidence and fluency

that is being needed for interactive English communication.

(Tajuddin, Shafie, Bahasa, 2025)

Peer interaction facilitates mutual guidance and support

among students. This type of interactions can be elevated through

the development of various skills, which includes cooperation,

 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
active listening, and team leadership. Moreover, positive

relationship with peers can be strengthened through collaborative

and interactive activities in classroom settings and in

extracurricular contexts. (Cowie & Sharp 2017, Saied, 2024)

Some students prefer isolation, wherein they tend to avoid

social interactions and demonstrates independence without

requesting assistance for other classmates, which gives rise to

challenges for teachers in implementing group-based activities.

Peer interaction, on the other hand, is universally acknowledged

for the positive impact it gives on the English language learning

and acquisition. Students mostly enhance their comprehension by

co-constructing understanding through shared experiences with

their fellow students, giving emphasis on the importance of

collaborative learning strategies. Understanding the value of

effective language instruction, students should be provided with

diverse and comprehensive growth experiences, with their teachers

giving support to them. (Haal et al., 2002, Saied, 2024)

STATEMENT OF THE PROBLEM

 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
This study aims to investigate the effectiveness of Peer

Interaction Strategy in improving the English-speaking skills of

students. It strives to discover the quantitative improvement of

students’ speaking performance and the qualitative insights into

their experience with the strategy.

Specifically, it aims to answer the following questions:

1. What is the level of English-speaking skills of students

before the implementation of the Peer Interaction Strategy?

2. What is the level of English-speaking skills of students

after the implementation of the Peer Interaction Strategy?

3. Is there a significant difference in the students’ speaking

skills before and after the implementation of the Peer

Interaction Strategy?

4. What are the students’ discernment and experiences regarding

the use of the Peer Interaction Strategy in improving their

English-speaking skills?

HYPOTHESIS OF THE STUDY

Based on the nature of the study, the following hypotheses are

generated:
 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
Null Hypothesis: There is no significant difference in the

students’ speaking fluency before and after the implementation of

Peer Interaction Strategy.

Alternative Hypothesis: There is a significant difference in the

students’ speaking fluency before and after the implementation of

Peer Interaction Strategy.

THEORETICAL AND CONCEPTUAL FRAMEWORK

SCOPE AND LIMITATIONS

This study investigates the effectiveness of Peer

Interaction Strategy in improving the English-speaking skills of

students during the school year 2025–2026. It will cover selected

sections of Grade 7 students only and will not include learners

from other grade levels.

The study examines specific aspects of English-speaking

skills, including their fluency, pronunciation, their vocabulary

use, and confidence in oral communication.

 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
Data will be gathered through pre-tests and post-tests to

quantitatively measure the students’ improvement in speaking, as

well as observations and feedback from students to provide

qualitative insights into peer interaction, engagement, and

perceived learning outcomes.

The study is limited to classroom-based activities and peer

interaction sessions, without including language programs or

extracurricular interventions.

SIGNIFICANCE OF THE STUDY

This study on improving English-speaking skills with the use

of Peer Interaction Strategy is significant as it accentuates

effective methods for enhancing the students’ oral communication,

fluency, and confidence in English.

The study aims to help benefit the following people:

1. Students. The study provides students with situations for

development in connection to their English speaking skills,

improving fluency, and building confidence in oral

communication through structured peer interaction.

 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
2. Teachers. The findings can inform teachers on effectives

ways in promoting collaborative learning and improving

classroom practices that cultivates students’ speaking

proficiency.

3. Parents and Guardians. The study offers parents and

guardians insights into the relevance of peer interaction in

language learning and provides support for the students’

active participation in classroom activities.

4. Future Researchers. This research contributes to the

existing body of knowledge on English language instruction,

providing a basis for further studies on peer interaction

strategies and their impact on language acquisition.

DEFINITION OF TERMS
 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a collection of relevant literature and

studies that supports this research. It discusses various

theories, concepts, and findings that is related to a students’

reading habits, their reading attitudes, and the effects on

students’ reading comprehension, focusing on Grade 7 learners.

This chapter aims to give a clear understanding of how these

factors are interconnected and how they influence the students’

academic performance. It also identifies the research gaps that

the present research seeks to address, serving as a basis for

exploration.

READING HABITS

Reading is a fundamental skill that serves as the foundation

for all areas of learning. The ability to understand, interpret,

and analyze texts is essential for students’ academic success,

especially during the transition from elementary to secondary

education.
 Republic of the Philippines
Commission on Higher Education
Region VI-Western Visayas
NORTHERN ILOILO STATE UNIVERSITY
Main Campus
V. Cudilla Sr. Ave., Estancia, Iloilo
According to Abid, et. al (2023) the reading habits and

study skills of students have been highly significant.