Investigating Speaking Skills through Peer Interaction: A Discourse Analytical Approach

Abstract

This study explores the effects of peer interaction on the development of speaking skills among second-year students of the Primary Education Studies Department at the Federal College of Education (Technical), Akoka, Lagos, employing a discourse analysis framework. It investigates how learners engage in small-group discussions, with particular attention to their understanding and knowledge of functions of the verb in English. Six peer groups with varying proficiency levels were observed to identify interactional patterns such as scaffolding, error correction, and clarification requests, and their influence on speaking fluency and grammatical accuracy. A qualitative research design guided the study, with data collected through audio-recorded group discussions. Transcripts were subjected to discourse analysis to uncover recurring communicative strategies and their pedagogical implications. The findings reveal that effective peer interaction-especially those involving scaffolding and corrective feedback significantly enhance learners’ spoken English. Conversely, groups with low proficiency and inconsistent feedback practices exhibited limited linguistic gains, often reverting to their first language (L1) to aid comprehension. The study underscores the value of intentional group composition and structured peer learning in fostering language development. It also demonstrates how discourse analysis can serve as a powerful tool in second language (L2) pedagogy, offering practical insights for improving communicative competence in classroom settings.