This presentation talks about the effects of receiving weekly peer feedback on speaking development over time. Research has indicated that peer feedback can improve the process and product of language learning (Lee & Tajino, 2008). While teachers make more comments on grammatical features, students generate more comments on content, organization, and vocabulary. A total of 38 students participated in this seven-week study. Each week, all participants narrated and recorded a different four-picture cartoon in English. Participants listened to each other’s recording and gave feedback to improve their partner’s narration After receiving comments, participants narrated the same cartoon again. All narrations over seven weeks were recorded, transcribed, and analysed. Comparing post-test with pre-test, participants improved in syntactic accuracy and fluency. Furthermore, three participants’ speaking output was qualitatively analysed in terms of trajectory changes in complexity, accuracy, and fluency. This presentation concludes with pedagogical implications for integrating peer feedback into TBLT classrooms.