Impact of Peer-Assessment on Speaking Skills in B1 University Students

Abstract

The application of peer assessment in improving speaking skills is seen in many studies. A study by Homayouni (2022) found that “scaffolded peer-assessment in group-oriented classrooms had a large effect size on developing both speaking skills and enlarging learners' vocabulary size” (p.2). This study explains that peer-assessment together with guidance from the teacher greatly helps improve the learners speaking abilities and vocabulary. Another study by Moncayo et al. (2023) explored the impact of peer assessment on speaking skills when used in conjunction with communicative language teaching (CLT) activities and drama. They also found that peer assessment helps enhance student’s speaking skills. The importance of this study was that it demonstrated the relevance of interactive activities in this type of assessment. In addition to these studies, McNamara (2001) argued that: Traditional methods of assessment, such as standardized tests and teacher evaluations, do not place enough emphasis on students' responsibility. Instead, teachers are urged to collaborate with their students in terms of the employment of peer and self-assessments in higher education (p.2).