Abstract
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- Average or Lower 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.
Author Information
Madina Zhussipova, Nazarbayev Intellectual School in Aktau, Kazakhstan
Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Zhussipova M. (2024) Classroom Action Research Using Peer Assessment as a Tool to Improve EFL Students’ Speaking Skills ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.135
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.135
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