Peer-Assessment to Improve Speaking Skills in B1 Students through Oral Performance in a Private University

Abstract

The acquisition of proficient English speaking skills is a component of language education for university students, not only for international communication but academic and professional purposes. In a private university in Guayaquil, second-year students are required to master English as a foreign language prior the culmination of their careers, as mandated by the Consejo de Educación Superior del Ecuador (2022) and by the institution itself, which requires a minimum B1 level according to the Common European Framework of Reference for Languages (CEFR). These students, who have been predominantly raised in non-English speaking environments, struggle with a lack of self-confidence in spoken English. This difficulty might emerge from a lack of practice, insufficient vocabulary, frequent use of their native language, and a sense of negativity towards being evaluated by a teacher. Therefore, linguistic insecurity and anxiety represent a complication, by obstructing active participation in conversational and professional contexts. It is necessary to recognize that the lack of confidence in speaking is a consequence of insufficient immersion in speaking activities. In response to that problem, this research explores peer-assessment as a solution to improve the communication of feedback, as it can reduce insecurity associated with being evaluated by an authority figure. Instead, peerassessment involves students evaluating each other, with the purpose of determining whether incorporating it can boost English language proficiency and provide insights into the effectiveness of this technique. The study aims to foster collaborative work and encourage constructive criticism by answering to two research questions that intend to measure the impact of peer-assessment in university students.