Peer Assessment Effect in Speaking Skills of EFL B1.2 Students in a Public Tech College

Abstract

This study aims to report the effect peer assessment has in developing speaking skills providing students timely feedback to ensure their learning through understanding specifics towards improving their performance in speaking skills. Teacher should think of assessment as a unique opportunity of getting to know the individual process and to take the timely task of giving feedback in order for students to identify and learn from mistakes (Soulsby, 2009). Assessment also is a frame that clusters information to help teachers plan successful strategies, as well as to make necessary adjustments to cater students’ needs. Teachers’ role as facilitators and preparing material is a key factor in the success of learning while respecting the central role of students’ participation in the interactive negotiation of meaning. Communicative Language Teaching highlights the immense evolution of understanding language as an opportunity of connecting with others and with the world that surrounds us defined in sociolinguistics (Richards, 2006). The fact of combining four skills activities will definitely strengthen speaking. Students who read will acquire the necessary skills for written communication and students who write will be able to improve and convey their ideas, feelings and opinions efficiently, taking under consideration contextualization according to student demographics, social, cultural and economic background.