Oral presentation skills and self-efficacy are intricately linked in the context of English as a Foreign Language (EFL) education. Research indicates that students’ beliefs in their own abilities to deliver oral presentations significantly influence their skill development (Ringeisen et al., 2017). Furthermore, collaborative learning and peer assessment (PA) have been shown to foster mutual support and enhance learning outcomes (Zheng et al., 2023). However, there remains a gap in understanding how specific collaborative practices, such as PA and group presentations, directly affect self-efficacy in oral presentation contexts among EFL learners. To address this gap, this qualitative study aims to investigate the effects of group presentations and PA on EFL students’ self-efficacy regarding oral presentations. The study involves 30 first-year undergraduate students enrolled in an English literature program at a university in northeastern Iran. Utilizing a qualitative design, data were gathered through semi-structured focus group interviews, which were subsequently recorded, transcribed, and analyzed using thematic analysis. The analysis revealed five key themes that underscore the positive impact of group presentations and PA on students’ self-efficacy beliefs. Additionally, findings indicate that these collaborative activities not only bolster self-efficacy but also enhance students’ motivation, autonomy, goal-setting abilities, presentation skills, and emotional support. The implications of these findings are discussed in relation to both pedagogical practices and theoretical frameworks within EFL education.
