Peer-Assessment of Students’ Monologue to Improve Speaking Skills in Third High School Students

Abstract

The goal of this research was to find out how peer review affects EFL speaking skills. The findings revealed that students improved their performance after receiving peer-assessment after each monologue. Therefore, peer criticism for monologue speaking tasks is a beneficial method for improving the speaking skills of EFL students. Furthermore, the students expressed approval and a positive attitude toward it, and it aided them in their verbal production, both individually and collectively. The researcher observed that the learners were able to express themselves freely without the usual worry and fear of making mistakes since someone was watching them. The ability to communicate on a topic of interest was viewed as a valuable and relevant tool for participants to practice and enhance their speaking skills. Students providing feedback were required to read and reflect on the criticisms provided, making them more conscious of their flaws, whereas students receiving feedback may improve on their next speaking position based on the guidance provided by their peers. The study also emphasized the significance of offering adequate training to students before employing peer feedback to ensure its quality. Giving assessment was a completely new activity for the students, so it is crucial to underline that the time spent training students how to give feedback was critical to the effectiveness of the innovation. This type of study would contribute to a better understanding of the benefits and application of peer evaluation as a formative assessment technique for improving speaking skills. Students must be trained to provide quality comments in order for peer review to be useful.