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An Analysis of Peer Feedback Patterns and Discourse Structures in University Students’ Speech Presentations - Focusing on Performance Elements and Convergent and Divergent Feedback Characteristics -

  • Korean Language & Literature
  • 2026, (133), pp.441~472
  • Publisher : Korean Language & Literature
  • Research Area : Humanities > Korean Language and Literature
  • Received : June 10, 2026
  • Accepted : July 20, 2026
  • Published : July 31, 2026

Kim, Yune-jung 1

1덕성여자대학교

Accredited

ABSTRACT

This study investigated the characteristics of peer feedback on university students’ speech presentations by examining performance elements, statement types, discourse structures, and patterns of convergent and divergent feedback. A total of 514 peer feedback comments collected from a university communication course were segmented into 797 meaning units and analyzed using qualitative content analysis with frequency analysis. The results showed that peer feedback primarily focused on nonverbal performance, followed by content and organization, interaction, emotion and attitude, and improvement suggestions. Among the nonverbal elements, students most frequently commented on voice volume, eye contact, speech rate, and gestures. Observation-based statements were the most common, indicating that students tended to evaluate directly observable performance rather than provide interpretive or prescriptive comments. Regarding feedback orientation, positive feedback accounted for the largest proportion, followed by mixed feedback combining praise and criticism, and corrective feedback. Analysis of convergent and divergent feedback revealed that convergence occurred mainly in observable performance elements such as voice, content organization, audience interaction, and recurring weaknesses including script dependence. In contrast, divergence emerged when evaluators interpreted the same performance differently or attended to different performance elements. Divergence was particularly evident in judgments of emotion and attitude, where confidence and nervousness were interpreted differently by individual evaluators. Discourse analysis further showed that peer feedback frequently adopted a praise–criticism structure in which positive comments preceded negative evaluations. In many cases, praise functioned as a politeness strategy that mitigated criticism rather than serving as the main evaluative focus. These findings suggest that peer feedback functions as both an evaluative and an interpersonal discourse practice. The study highlights the importance of distinguishing observation from interpretation, providing explicit feedback training, and developing structured peer feedback frameworks. The findings also offer implications for speech education and for designing complementary feedback systems integrating peer, instructor, and AI-assisted feedback.

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