Adoptability of Peer Assessment in ESL Classroom

Matsuno, Sumie

doi:10.4236/ce.2017.88091

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…Cheng and Warren (2005) found that peer assessment has been more commonly incorporated into English language writing instruction where peers give feedback to each other's written works. Peer assessment in teaching speaking has also been recognized as being efficient (Luoma, 2004;Matsuno, 2017;Okuda & Otsu, 2010), and it seems to be quite promising to implement in teaching phonetics, a possibility the current research seeks to discover.…”

Section: Peer Assessment In L2 Instructionmentioning

confidence: 99%

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Peer Assessment in L2 Pronunciation Instruction in Russia: Students’ Attitude Research

Kolesnikova¹,

Маслова²,

Мишиева³

2020

ijl

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The literature review shows that the current educational paradigm with the shift to a studentoriented model has transformed the roles of both the teacher and the student, where the latter takes a more active and conscious part in educational processes. Peer assessment has proven to have a positive impact on L2 learning and teaching, having various benefits for both the teacher and the student, and its usefulness and efficiency has been supported by various research. While educators are aware of such positive impact, students' attitudes towards peer assessment may vary. This study aims to examine the attitudes towards peer assessment in an L2 phonetics class of first year undergraduate students of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University. Thirty-four participants responded to a questionnaire, the main aim of which was to explore their attitudes towards peer assessment and its effectiveness in terms of developing their phonological competence and also their preferences regarding oral and written peer assessment in class. Responses were analysed through JASP software. The results of the study prove students' awareness of the significance of peer assessment and their positive attitudes towards it with approximately 85% of the participants regarding it as a useful component of constructive feedback and approximately 91% of the participants acknowledging the usefulness of peer assessment for the development of their own phonological skills. The study also offers a pronunciation peer assessment scale to contribute to teaching and learning L2 phonetics.

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Section: Peer Assessment In L2 Instructionmentioning

confidence: 99%

“…According to Matsuno (2017), assessment is quite a burden for teachers. Especially when they must evaluate their students' oral performances, it may cause some troubles since they can often see those performances only once unless they record them.…”

Section: Benefits Of Peer Assessment In L2 Pronunciation Instructionmentioning

confidence: 99%

Peer Assessment in L2 Pronunciation Instruction in Russia: Students’ Attitude Research

Kolesnikova¹,

Маслова²,

Мишиева³

2020

ijl

View full text Add to dashboard Cite

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In-service Teachers’ Familiarisation of the CEFR-aligned School-based Assessment in the Malaysian Secondary ESL Classroom

Singh¹,

Singh²,

Mulyadi³

et al. 2021

JSSH

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The main purpose of this study is to investigate in-service teachers’ familiarization of the CEFR-aligned school-based assessment (SBA) in the Malaysian secondary ESL classroom. It also intends to explore teachers’ knowledge, understanding, and perceptions of the CEFR-aligned SBA. The study also examined the implementation of the SBA and the challenges that TESL teachers faced embracing the CEFR-aligned SBA in their ESL classroom. An exploratory mixed-method research design was employed. Data were collected by administering a survey to 108 in-service teachers, and 12 in-service teachers participated in the interview. The results show that the in-service teachers have rather a good level of familiarization with CEFR-aligned SBA and a moderate level of awareness and comprehension of the CEFR-aligned SBA. However, the in-service teachers are aware of the importance of CEFR-aligned SBA to assist students to improve their proficiency. In-service teachers exhibit a good understanding of selecting the appropriate assessment tools and methods to assess students’ learning. In-service teachers expressed their struggles and concerns regarding implementing CEFR-aligned SBA effectively, including lack of training, sourcing for good materials to teach, students'' negative attitude towards the teaching and learning process, students’ attendance, time constraint and their workload. In conclusion, the implementation of the CEFR-aligned SBA is crucial as it is a national agenda and teachers’ involvement in executing the assessment is obligatory.

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Adoptability of Peer Assessment in ESL Classroom

Cited by 2 publications

References 13 publications

Peer Assessment in L2 Pronunciation Instruction in Russia: Students’ Attitude Research

Peer Assessment in L2 Pronunciation Instruction in Russia: Students’ Attitude Research

In-service Teachers’ Familiarisation of the CEFR-aligned School-based Assessment in the Malaysian Secondary ESL Classroom

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