Using Peer Assessment as a Tool to Improve EFL Students Speaking Skills (75907)

Session Information:

Session: On Demand
Room: Virtual Poster Presentation
Presentation Type: Virtual Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This study examines the impact of peer assessment and feedback on secondary school EFL (English as a Foreign Language) learners' speaking skills. By providing a platform for students to evaluate each other's performance, peer assessment can help overcome shyness and fear of making mistakes. The study employed CAR (Classroom Action Research) following Kemmis' cycle process (in McNiff: 1992:27) through planning, acting, observing, and reflecting in a spiral model. The evaluation focused on whether peer assessment was effective in developing EFL learners' speaking skills and how peer feedback affected students' speaking performance. The study involved 25 students of A2/B1 level at Nazarbayev Intellectual School in Kazakhstan. Personal observations, questionnaires, and speaking tests were used to collect data. Analysis of speaking results showed an increase from 63 in pre-test to 69 in Cycle 1 and 75 in Cycle 2, illustrating the effectiveness of peer assessment as a learning tool. However, giving feedback to peers was only effective in pair work between Higher-Lower or Average level students, with the latter sometimes struggling to implement constructive feedback to Higher level students. Despite drawbacks, most students had a positive attitude towards peer assessment and receiving feedback from their classmates. This form of assessment can be incredibly advantageous for students, offering a unique opportunity for self-learning and differentiation. Additionally, it provides teachers with a valuable tool for assessing their students' potential and enthusiasm.

Authors:
Madina Zhussipova, Nazarbayev Intellectual School in Aktau, Kazakhstan


About the Presenter(s)
Ms Madina Zhussipova is a School Teacher/Instructor at Nazarbayev Intellectual Shool in Aktau in Kazakhstan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00