EVALUATING THE EFFICACY OF PEER-ASSISTED LEARNING TECHNIQUES IN IMPROVING ORAL PRESENTATION SKILLS IN ENGLISH

Abstract

This theoretical research essay evaluates the efficacy of Peer-Assisted Learning (PAL) techniques in improving oral presentation skills in English, a critical competency in both academic and professional settings. Grounded in Vygotsky’s Social Constructivism and Bandura’s Social Learning Theory, the essay explores how PAL facilitates collaborative learning and skill acquisition through peer interactions, observation, and feedback. The essay reviews empirical studies that demonstrate the potential of PAL to enhance learners’ confidence, fluency, and audience engagement, while also addressing the challenges of variability in peer feedback quality and learner resistance. The findings suggest that, when implemented effectively, PAL offers a valuable pedagogical approach to developing oral presentation skills in English. However, the essay also underscores the need for careful planning, training, and ongoing support to maximize the benefits of PAL. The essay concludes by recommending further research to explore the long-term impact of PAL and to refine best practices for its application in diverse educational contexts.