Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University
DOI:
https://doi.org/10.54855/ijte.25536Keywords:
Peer assessment, EFL education, speaking skills, collaborative learningAbstract
This study examines the role of peer assessment in developing English speaking skills among second-year English majors at Tay Nguyen University. Using surveys for 80 students and interviews with 12 students, the research gathered insights into students’ experiences and perceptions towards peer assessment. Findings indicate that peer assessment enhances self-awareness, motivation, and key speaking components such as pronunciation, vocabulary, and fluency. However, challenges emerged, including unclear rubrics, unhelpful feedback, and hesitation in peer interaction. To address these issues, the study suggests applying well-defined criteria, offering training in peer evaluation, and fostering a supportive classroom environment. These results provide practical implications for EFL educators seeking to promote communicative competence through collaborative learning. Additionally, the study highlights the need for continued research into the long-term effects of peer assessment and its relevance to other language skills to help educators refine strategies that support both individual progress and peer-based learning.
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Copyright (c) 2025 Le Thi Hong Van, Pham Thi Thanh Xuan, Than Thi Hien Giang, Nguyen Ngoc Gia Han
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