https://theusajournals.com/index.php/ajps <p><strong>American Journal of Philological Sciences (2771-2273)</strong></p> <p><strong>Open Access International Journal</strong></p> <p><strong>Last Submission:- 25th of Every Month</strong></p> <p><strong>Frequency: 12 Issues per Year (Monthly)</strong></p> <p> </p> Oscar Publishing Services en-US American Journal of Philological Sciences 2771-2273 https://theusajournals.com/index.php/ajps/article/view/11767 <p>Oral communication competence in English requires the coordinated development of listening comprehension, spoken production, interactional responsiveness, and learner confidence. However, conventional secondary English as a Foreign Language (EFL) classrooms frequently provide limited opportunities for sustained learner-to-learner communication, resulting in passive participation and unequal access to meaningful language practice. This paper develops and analytically examines an interactive peer learning approach for optimizing listening and speaking competence in secondary EFL education. The study adopts a research-and-review-oriented conceptual methodology based exclusively on the supplied literature, integrating perspectives on peer interaction, cooperative learning, peer teaching, self-directed learning, classroom discourse, peer assessment, and listening comprehension. A structured Peer Interaction–Listening–Speaking (PILS) framework is proposed in which learners participate in preparation, paired or small-group interaction, peer feedback, reflective self-assessment, and subsequent communicative performance. The synthesis indicates that peer-mediated learning can increase opportunities for oral language use, encourage collaborative meaning construction, and support learner autonomy when interaction is structured rather than left entirely spontaneous. At the same time, unequal participation, inaccurate peer feedback, learner reluctance, proficiency differences, and inadequate task design may reduce effectiveness. The paper therefore argues that peer learning should function as a pedagogically controlled interactional system combining collaborative practice with teacher monitoring and reflective assessment. The proposed framework provides a theoretically grounded basis for secondary EFL instruction and future empirical investigation.</p> Faisal Abdullah Al-Harbi Sara Mohammed Al-Qahtani Copyright (c) 2026 Faisal Abdullah Al-Harbi, Sara Mohammed Al-Qahtani https://creativecommons.org/licenses/by/4.0 2026-10-01 2026-10-01 6 10 1 9