This master thesis deals with speaking and peer feedback in lower-secondary English classes. The theoretical part introduces communicative competence that is more discussed through a construct of Second language speaking competence by Goh and Burns. The second chapter focuses on speaking tasks through which speaking skills can be developed. Finally, it defines feedback generally and then a chapter about peer feedback, its conditions and advantages follow. The practical part consists of action research that focuses on the implementation of peer feedback into English lessons in one selected lower-secondary class.
