BACKGROUND OF THE STUDY
English has emerged as the dominant global language, serving as a vital means of communication in various fields such as science, aviation, entertainment, and diplomacy Often referred to as the "lingua franca" of our time, English is crucial for engaging on the world stage As a result, learning English has become essential for individuals worldwide, making it a mandatory subject in the educational curricula of many countries.
In recent decades, the approach to teaching foreign languages has evolved significantly, yet the primary goal remains the same: enabling students to communicate spontaneously Communicative Language Teaching is advocated as a superior method, as it equips learners with the skills to effectively engage in conversation in a supportive environment Consequently, the Ministry of Education and Training has continuously updated English textbooks to align with the Communicative Approach The new textbooks, Tieng Anh 10 and Tieng Anh 11, emphasize essential skills such as reading, writing, speaking, and listening, necessitating innovative teaching methodologies While I found Tieng Anh 10 to be well-structured in content and teaching methods, I believe its assessment techniques require further innovation, as current testing practices remain overly reliant on teacher control, failing to reflect modern teaching strategies.
In recent years, classroom teaching has shifted from a teacher-centered to a student-centered approach, emphasizing the need for effective assessment measures that encourage active student participation and self-reflection (Bound, 1995) Peer feedback plays a crucial role in metacognition, enhancing both student engagement and performance From the students' perspective, assessment information is integral to their learning experience, influencing their interactions with teachers, subject matter, and peers (Brookhart, 2003) Despite the significant impact of assessment practices on learning, student input is often minimal (Stefani, 1998) The increasing adoption of peer assessment in higher education highlights its potential benefits for learning gains and student involvement in the assessment process (Race, Brown & Smith, 2005).
Few studies have explored peer assessment among EFL students evaluating their spoken English proficiency, particularly in Quang Tri schools where this method remains underutilized The lack of awareness and application of recent advancements in peer assessment contributes to this issue This study highlights the strengths of speaking lessons in Tieng Anh 10 compared to previous materials and emphasizes the significant benefits of incorporating peer assessment in English language teaching By engaging in peer evaluation of oral presentations, students can enhance their understanding of diverse errors and the challenges these may pose in communication Successfully training students to assess their peers can lead to improved self-correction skills, fostering a more effective learning environment.
As an English teacher, I seek to enhance the effectiveness and creativity of student assessments, particularly in speaking lessons This article explores students' perceptions of a peer assessment framework implemented in Grade 10, aiming to identify its advantages and disadvantages By understanding these aspects, we can apply peer assessment more effectively in English classes The findings from this research offer valuable insights into improving English speaking instruction, serving as a meaningful resource for educators in the pedagogical field to enhance teaching and learning experiences.
AIMS OF THE STUDY
This study explores students' attitudes and practices regarding peer assessment in English speaking lessons, aiming to uncover their feelings, expectations, and experiences throughout the course.
Secondly, the study aims to find out the advantages and disadvantages of the application of peer assessment for students
The study concludes that peer assessment can be effectively utilized in English speaking lessons, and it aims to inspire educators to adopt innovative techniques for organizing assessment activities in speaking classes.
RESEARCH QUESTIONS
1 What are Grade 10 students’ perceptions of peer assessment in English speaking lessons?
2 How is peer assessment conducted in English speaking lessons?
3 What are the benefits and challenges of applying peer assessment in English speaking lessons?
SIGNIFICANCE OF THE STUDY
For students: The research introduces students in upper-secondary school a new method of assessment Also, they will have right attitudes towards promoting their speaking skill connected to peer assessment
This study aims to enhance English teachers' strategies for teaching speaking skills by providing valuable knowledge and practical experience in implementing peer assessment effectively By exploring flexible approaches to peer assessment, teachers can discover solutions that leverage its benefits, ultimately contributing to their success in language instruction.
Educational policymakers are encouraged to embrace innovative student evaluation methods highlighted in my study The findings reveal the potential of peer assessment techniques, prompting policymakers to develop and implement broader proposals for their widespread adoption in educational settings.
SCOPE OF THE STUDY
The research was conducted at Hai Lang Upper-Secondary School in Quang Tri Province, focusing on the students enrolled there Additionally, teachers from the school participated by observing the implementation of the peer assessment process.
STRUCTURE OF THE STUDY
The thesis is organized into five chapters:
Chapter 1 “Introduction” introduces the background of the study, purposes, research questions, significance and structure of the thesis
Chapter 2 “Literature Review” reviews the literature relevant to the topic of research, an overview of the related studies in the world and in Vietnamese context
It also summarizes some related studies on peer assessment, which serves as a theoretical framework for the study
Chapter 3 “Methodology” presents the methodology employed to conduct the study with subjects of the study, data collection and data analysis
Chapter 4 “Findings and Discussion” presents the findings of the study and the discussion of the research findings
Chapter 5 “Conclusion and Recommendations” consists of conclusion, implications and recommendations regarding the application of peer assessment in English speaking lessons in upper-secondary schools Limitations of the thesis and suggestions for further research are also included in this final chapter.
REVIEW
INTRODUCTION
Assessment is a vital aspect of education, emphasizing student-oriented alternative techniques that evaluate both teaching and learning (Ahangary et al., 2013) Numerous innovative assessment methods have been proposed to enhance student engagement in these tasks (Sluijsmans et al., 2003) These methods view learners as active participants who share responsibilities, collaborate, and maintain ongoing dialogues with teachers and peers Instead of solely grading student activities, assessment aims to gauge learners' achievements and foster their learning by involving them in the process Peer assessment has emerged as a valuable tool, significantly contributing to the development of positive qualities among higher education students However, research on peer assessment remains limited, often characterized by variability in type and quality, as noted by Topping (1998) Additionally, there are several critical issues regarding the application of peer assessment in speaking skills, with some points generating consensus while others spark debate.
This chapter provides a comprehensive overview of literature and research focused on the implementation of peer assessment in English speaking lessons It is structured into five key sections: an introduction to peer assessment, insights from both teachers and students regarding their perspectives on the process, an exploration of the factors influencing peer assessment, an examination of practical applications within English speaking lessons, and a review of related studies in the field.
2.2 AN OVERVIEW OF PEER ASSESSMENT
Assessment is a crucial component of the learning process, serving various purposes such as certification, summative evaluation, forecasting potential, and diagnostic analysis (Endrizzi & Rey, 2008) Among the different assessment methods, peer assessment stands out, as it involves students evaluating the work of their peers, either individually or in groups (Falchikov, 1995b; Freeman, 1995) Topping (1998) describes peer assessment as a system where individuals assess the quality and success of their peers' learning outcomes, highlighting its significance in fostering collaborative learning and self-reflection.
Peer assessment plays a crucial role in enhancing students' learning by allowing them to evaluate and provide feedback on their peers' performance (Somervell, 1993; Nicol & MacFarlane-Dick, 2006) The extent of student participation in this process varies, with some students merely assigning grades while others offer constructive feedback or engage in collaborative discussions to improve their work Although Falchikov (2001) distinguishes between peer assessment and peer feedback, it is important to recognize that peer assessment encompasses both concepts, even if peer feedback is not always present.
Peer assessment has emerged as a valuable alternative evaluation method in higher education, allowing students to assess their peers' learning outputs based on specific criteria (Vickerman, 2009; Wen & Tsai, 2006) Topping (1998) noted that this approach is both reliable and valid across various educational settings Modern educators emphasize the importance of assessment as a tool for enhancing the learning process rather than merely evaluating it Dysthe (2004) highlighted peer assessment as a formative assessment method that actively engages learners in all stages of the evaluation process This innovative assessment form, as described by McDowell & Mowl (1996), not only boosts academic achievement but also empowers students, in contrast to traditional methods that may not fully utilize learners' potential Effective peer assessment involves student participation in making constructive judgments and developing assessment criteria, contributing to their progress (Biggs, 1999; Brown, 2004).
Peer assessment serves not only as a method for evaluating students' learning outcomes but also as a valuable learning process in itself It plays a crucial role in assessment for learning, as highlighted by Ballantyne, Hughes, and Mylonas (2002), who noted that it fosters self-directed learning skills through active participation This approach encourages students to be more meticulous in their work, engage more actively in the learning process, and enhance their overall academic performance (Black et al., 2003) Ultimately, the goal of peer and self-assessment extends beyond assigning levels and grades; these are merely tools to facilitate deeper learning and development.
… the real purpose - the identification of learning needs and the means of improvement” (p 62)
Peer assessment has been shown to offer significant benefits in educational settings, particularly in higher education, where it enhances learning gains and encourages active student participation in both learning and assessment processes (Magin & Helmore, 2001) This approach transcends mere grading, fostering the development of various skills among students (Lindblom-Ylönen, Pihlajamäki & Kotkas, 2006) Additionally, it alleviates the workload for teachers by efficiently managing the assessment of large volumes of student work (Race, 1999).
Numerous authors have outlined effective guidelines for implementing peer assessment, highlighting its potential to foster autonomy and collaboration skills among students (Falchikov, 1988; Stefani, 1994; Race, 1999; Falchikov & Goldfinch, 2000) When properly framed, peer assessment allows students to critically reflect on their work and that of their peers, promoting independent judgment (Reinders & Lazaro, 2007; Weaver & Cotrell, 1986) Ultimately, peer assessment enhances student involvement and responsibility in the classroom, clarifies course frameworks, encourages deeper learning, and supports professional development and lifelong learning.
Peer assessment is an effective tool for marking and providing feedback, enhancing assessment for learning (Bloxham & Boyd, 2007; Bryant & Carless, 2010) It fosters learner-centredness and student responsibility by engaging them in evaluating their peers' work against relevant criteria Through the exchange of feedback, students gain insights into their learning progress, learn from their classmates, and apply those lessons to their own work (Carless, 2011) Additionally, this process allows learners to identify problems and develop strategies for improvement (Bransford, Brown & Cocking, 2000) Ultimately, peer assessment cultivates a collaborative learning community and holds significant potential for boosting student achievement (Cizek, 2010).
Furthermore, researchers have generally agreed that peer assessment enhances students’ motivation and their quality of learning (Freeman, 1995;
Peer assessment empowers learners by involving them in the evaluation process, enhancing their critical analysis skills (Topping, 1998; Pope, 2001; Stefani, 1994) This active engagement fosters motivation, autonomy, and higher-order thinking among students (Orsmond & Merry, 1996; Sivan, 2000; Cheng & Warren, 2005) Additionally, peer assessment serves as a form of collaborative learning, allowing students to build confidence in their evaluative abilities and develop teamwork skills (Freeman, 1995; Brindley & Scoffield, 1998) By taking on the roles of tutors and examiners, students gain a clearer understanding of assessment criteria, further enhancing their learning experience (Black & Wiliam, 2006).
Race (1998) and others have summarized some potential benefits of peer assessment for students as follows:
Giving a sense of ownership of the assessment process, stimulating motivation
Prompting students to take responsibility for their own learning, becoming more autonomous
Treating assessment as part of learning, so that mistakes are seen as a sign of progress, rather than failure
Practising other necessary skills needed for life-long learning, especially evaluation skill
Encouraging deep rather than surface learning
Despite the growing body of literature and practice surrounding assessment in higher education, integrating it into the curriculum remains a significant challenge (Taras & Davies, 2012) While there are positive aspects to these practices, weaknesses must also be considered, such as the reliability of peer feedback, students' insecurities about evaluations, the complexities of grading, and the tendency for students to either inflate or deflate marks (Boud & Holmes, 1995; Topping, 2009; Wen & Tsai, 2006) Vickerman (2009) notes that over-marking often arises in non-anonymous settings where students feel uneasy about peer criticism Given that evaluation and grading can be challenging for educators, it is even more daunting for students who lack the necessary knowledge and experience.
Some researchers have investigated the reasons behind instructors' hesitance to incorporate learner assessments into their classes Key concerns include doubts about the validity and reliability of peer assessments, as well as the potential inaccuracies associated with inexperienced evaluators.
Brown and Knight (1994) identified significant issues with biased peer assessment in group work, highlighting concerns such as over-marking of friends, collusion among groups that blurs individual contributions, and the tendency for dominant members to receive higher marks, while less active participants are unjustly awarded high scores These findings raise important questions regarding the appropriateness, validity, and fairness of evaluations conducted by peers who may lack the necessary competence.
While peer assessment offers potential advantages, there has been limited analysis of the quality of student-created content compared to that produced by teachers, as well as the effectiveness of teachers in conveying important messages that facilitate achievement Research highlights students' concerns regarding the fairness of peer assessment (Cheng & Warren, 1997; Rushton et al., 1993) and the insufficient guidance provided by instructors during the peer assessment process (Liu & Carless, 2006; Sluijsmans et al., 2001; Smith et al., 2002) Notably, Smith et al (2002) found that despite students' growing confidence in peer assessment over time, apprehensions about its fairness and consistency persisted (p 76).
Managing peer assessment among inexperienced assessors from diverse backgrounds presents challenges for tutors While research shows that students can effectively peer assess one another (Falchikov, 1995a; Topping, 1998; Hughes, 2001), there is limited literature focusing on how students evaluate their friends Key factors influencing this process include gender bias, the impact of novice markers on assessments, the theoretical foundations of assessment criteria, and the inclusion of learners from various courses, departments, or universities.
TEACHERS AND STUDENTS’ VIEWS ON PEER ASSESSMENT
2.3.1 Teacher’s perceptions of peer assessment
For a desired performance, peer assessment requires that students closely examine the work of their peers (Vu & Alba, 2007) From the teachers’ perspective, some of the main advantages and disadvantages of using peer assessment have been identified According to the Institute for Interactive Media and Learning of the University of Technology Sydney (http://www.iml.uts.edu.au/assessment/students/ peer.html), the pros and cons of using peer assessment can be described as follows:
Make students become more autonomous, responsible, and involved
Encourage students to critically assess other’s work, rather than simply receiving marks
Provide students an increased feedback
Reduce the marking load on the tutor
Students may not have enough ability to evaluate each other
Students may not be serious to conduct it, allow friendships, entertainment value, etc to influence their marking
Students may not be comfortable with peer marking because of the possibility of being separated, being misunderstood, etc
Without lecturer supervision, students may misinform each other
2.3.2 Student’s perceptions of peer assessment
Research on peer assessment highlights its positive impact on student learning and engagement Studies indicate that peer review enhances the quality of work and motivates students to improve their learning outcomes (Gatfield, 1999; Ballantyne et al., 2002; Levine, 2008) Vickerman (2009) found that 90 undergraduate sports students reported a deeper understanding of their subject matter through peer assessment, with 60% acknowledging increased awareness of the assessment process Topping's (1998) review noted that students appreciate the fairness of being assessed by peers and benefit from detailed formative feedback Additionally, Falchikov (1986) and Roscoe and Chi (2007) emphasized that peer assessment fosters cognitive engagement, enriching students' subject knowledge Overall, research consistently shows that students generally express satisfaction and positive perceptions of the peer assessment process, as evidenced by Gatfield's (1999) findings on a peer-assessed marketing project.
A study conducted in 2006 revealed that university students in Taiwan generally held positive views on peer assessment However, they also expressed concerns about the potential social implications of evaluating their peers' work, particularly regarding the discomfort of identifying shortcomings in others' submissions and the challenges associated with the peer assessment process.
A significant study by Ballantyne et al (2002) involving 939 students at the University of Technology, Australia, revealed mixed feelings about peer assessment While students appreciated that it fostered self-reflection and skill development for future employment, concerns arose regarding the reliance on peer competency for grading, the variability of marking standards, and the perceived time demands of the process Students suggested that allocating a reasonable percentage (10-15%) of marks to peer assessment could enhance engagement and commitment, emphasizing the need for clear assessment criteria to ensure effective implementation.
A review by Struyven, Dochy, and Janssens (2003) highlights that students hold strong opinions regarding assessment methods in higher education, significantly influencing their learning approaches Concerns about peer assessment include awareness of personal weaknesses, doubts about objectivity, perceptions of unfairness, social embarrassment stemming from friendships or hostility, and the belief that assessment is primarily the responsibility of teachers (Cheng & Warren, 1997; Falchikov).
A study by Bloxham and West (2004) on peer assessment among sports studies students in the U.K revealed that two-thirds of participants were satisfied with the experience, while one-third expressed dissatisfaction Some students believed that their grades were influenced by the generosity or strictness of their peers as assessors Ultimately, the authors concluded that students recognized peer assessment as a valuable experience that enhances their understanding of the assessment process.
Wen and Tsai (2006) investigated university students' perceptions of peer assessment in Taiwan, finding that while students generally appreciated the opportunity to compare their work with peers, they were often uncomfortable with receiving criticism and lacked confidence in evaluating their classmates Similarly, Papinczak, Young, and Groves (2007) examined peer assessment among freshman medical students in Australia, revealing a more critical perspective on the process The authors also noted a prevalent concern among students that peer assessments could be compromised by issues of honesty and personal relationships.
Falchikov (1986) found that a combined formative and summative assessment experience, involving peer, self, and tutor evaluations of essays, was favored by 48 participants who felt it enhanced their thinking, learning, and structure compared to tutor-led assessments The provision of an outline and increased engagement with peer essays were highlighted as key benefits Similarly, Langan et al (2008) reported that 12 students in a summative peer assessment of oral presentations found the experience meaningful, though some expressed concerns about being evaluated by peers, which sometimes strained relationships and raised issues of objectivity (Hanrahan & Isaacs, 2001) Students also noted the disadvantage of not being able to defend their work directly to assessors While many studies indicate a general positivity towards peer assessment among teachers and students, significant challenges and skepticism remain, hindering its more effective implementation in classrooms.
FACTORS AFFECTING PEER ASSESSMENT
2.4.1 Interpersonal variables affecting peer assessment
Assessment is crucial in the learning process, as emphasized by educators (Hunt, Hughes & Rowe, 2002), and innovations in educational approaches often necessitate new assessment methods (Dochy, Heylen & Van de Mosselaar, 2002) Consequently, peer assessment has gained popularity in higher education, with numerous studies demonstrating that it enhances performance quality by deepening understanding of assessment criteria through the assessor's perspective (Li, Liu & Steckelberg, 2010; Smith, Cooper & Lancaster, 2002; Topping).
2003) However, since peer assessment is fundamentally a collaborative activity that occurs between at least two peers (Kollar & Fischer, 2010; Van Gennip, Segers
Interpersonal variables significantly impact the outcomes of peer assessment, as evidenced by research (Van den Bossche et al., 2006) Factors such as peer pressure from friendship bonds, hostility, and social discomfort play crucial roles in these practices (Cartney, 2010; Stepanyan et al., 2009; Topping, 2003) Students often face increased stress due to the discomfort of publicly criticizing their peers (Pope, 2005; Stepanyan et al., 2009) According to social impact theory (Latané, 1981), peer pressure intensifies in face-to-face classroom settings Furthermore, Nigel and Pope (2005) found that stress in peer and self-assessment can stem from inexperience, fear of causing harm, or the anxiety of being judged by others.
Despite the acknowledged advantages of peer assessment, there are notable criticisms and concerns highlighted in the literature Students often experience anxiety and discomfort when tasked with evaluating their peers' work (Orsmond & Merry, 1996; Cheng & Warren, 2005) Research indicates that peer pressure can lead to stress and inaccuracies in grading (Falchikov, 2003), with anonymity in peer assessment serving as a potential remedy (Latané, 1981) Furthermore, secondary education students have reported feeling less peer pressure and fear of failure when providing low scores anonymously (Vanderhoven et al., 2012).
Peer assessment can be subjective, as noted by Brown (2004), and addressing this subjectivity is crucial To enhance objectivity in peer assessment, Freeman (1995) highlighted the need for proper training and practice Similarly, Patri (2002) emphasized that training and experience are essential for effective peer assessment, which can be a challenge due to the significant time, preparation, and monitoring required (Cheng & Warren, 2005; Falchikov, 2005; Topping).
Even with proper training, students often feel uncomfortable and resistant to peer assessment initially (Falchikov, 2005; Topping, 1998) Critics of peer assessment raise concerns about the validity and reliability of evaluations made by students Additionally, some researchers (Bostock, 2000; White, 2009) highlight teachers' worries regarding potential interference from friendships, collusion among students, and the risk of unfair or inaccurate assessments.
2.4.2 Inter-rater reliability of peer assessment
The inter-rater reliability of peer assessment remains a contentious issue, as Topping (2009) challenges the traditional belief that teacher evaluations are inherently more reliable Limited research supports this skepticism, with Langan et al (2008) noting disagreements among tutors Freeman (1995) found no significant difference in average marks between peers and teachers, while Langan et al (2005) reported that student assessors awarded marks closely correlating with tutor grades, albeit 5% higher on average Hughes and Large (1993) cautioned that high correlations may mask substantial mark variations, and Freeman (1995) indicated that peer mark standard deviations were notably lower than those from teachers Cheng and Warren (2005) confirmed that student average marks often align within one standard deviation of teacher marks, although students may not always apply the same criteria Hafner and Hafner (2003) highlighted a strong functional relationship between instructor and mean peer scores, emphasizing a consensus among students in final rankings.
Peer-awarded marks can be influenced by various student characteristics, including gender, background, and involvement in creating assessment criteria A study by Langan et al (2005) found that male students tended to rate male speakers higher than female speakers, while female students' evaluations were not affected by the speaker's gender Interestingly, students who helped develop the assessment criteria did not achieve higher grades and actually awarded lower marks to their peers Additionally, it appears that markers tend to give lower scores during the middle of assessment sessions, potentially due to decreased motivation and attention towards presentations as the session progresses.
Assessing one's work is a challenging task, particularly for students who are inexperienced in peer evaluations, which can lead to common rating errors Five well-documented errors often arise from this process, with one significant factor being the varying personalities of raters, which influence their standards and rating styles (Coffman, 1971; De Groot).
Raters can be categorized into lenient and severe types based on their grading tendencies, with lenient raters consistently giving high grades and severe raters often assigning low ones Additionally, raters vary in how they distribute scores; some cluster their scores around an average, while others utilize the full range of the scale, including extreme grades The halo effect is another factor, where raters may allow a single dominant aspect of a performance to influence their overall impression, indicating a lack of differentiation among various elements of the work Divergent opinions regarding assessment tasks can further affect objectivity, particularly in evaluating "soft" versus "tangible" skills, as noted by Voss and Post (1990) Finally, evaluators may have differing evaluation policies, with some requiring a minimum level across multiple criteria, while others may assess performance based on a compensatory approach, balancing strengths in some areas against weaknesses in others.
THE PRACTICES OF PEER ASSESSMENT IN ENGLISH SPEAKING
2.5.1 Potentials of using peer assessment in English speaking lessons
Peer assessment is increasingly adopted by universities as an alternative evaluation method, highlighting the importance of detailed, positive, and timely feedback in improving student work While traditional classrooms often view the teacher as the sole feedback provider, more progressive environments recognize peers as vital sources of constructive criticism According to Falchikov (2005), engaging students in assessing presentations significantly enhances their self-regulation skills, encouraging them to analyze their own behavior and gain a deeper understanding of quality criteria.
Topping (1998) highlighted the significance of peer assessment in enhancing oral presentation skills, noting improvements in marks, learning performance, self-efficacy, and evaluation skills In his 2003 review, he also pointed out the economic advantages of transferring assessment responsibilities from teachers to students, which can alleviate teaching workloads Similarly, Forde's (1996) research involving Chinese speakers of English in Hong Kong demonstrated the effectiveness of peer assessment, as most students accurately evaluated their peers' oral proficiency compared to the scores given by IELTS examiners.
In Japan, Saito (2008) found that training significantly enhances peer assessment in EFL classrooms, leading to improved quantity and quality of feedback De Grez, Valcke, and Roozen (2012) noted that 57 university students in a Business Administration psychology course held positive views on peer assessment, recognizing its value and the learning benefits from feedback Boud (1992, 1995) proposed an assessment plan that encourages learners to take responsibility for their performance and utilize assessment schedules to reflect on their learning and inform future development This approach, supported by Falchikov (1995a) and Freeman (1995), emphasizes the importance of understanding assessment criteria and analyzing peers' work to enhance self-awareness of one's performance Additionally, Yamashiro (1999) conducted a comprehensive survey on public speaking skills among Japanese university students, creating a validated rating scale based on peer, teacher, and self-assessments.
Peer assessment holds significant potential for enhancing speaking skills among students Topping (1998) noted that students often evaluate their peers with a level of accuracy comparable to that of their tutors, suggesting that teachers should seriously consider implementing peer assessment activities in the classroom However, it is essential to equip learners with the appropriate tools and provide training before formally introducing peer evaluation activities (Cheng & Warren, 2005).
2.5.2 Difficulties of using peer assessment in English speaking lessons
The reliability of peer assessment in developing presentation skills remains a contentious topic, particularly concerning rating errors and student perceptions Sluijsmans et al (2001) highlighted personal differences in grading standards and styles, revealing that peers often have varying opinions on assessment tasks This is supported by Kruger and Dunning (1999), who found that novices and low performers typically overestimate their abilities due to a lack of metacognitive skills Furthermore, research by Rust et al (2003) and Langan et al (2008) indicates that women are more prone to underestimate their performance, while men are likely to overrate the quality of their work during assessments.
Research on student perceptions of peer assessments in oral presentation skills is limited Cheng and Warren (2005) found that students reported low enjoyment and confidence in their peer assessment abilities, suggesting that low self-efficacy may negatively impact the quality of assessments Additionally, Langan et al (2005) highlighted significant issues related to anonymity in peer assessments, noting that a lack of anonymity can introduce bias Their study also revealed gender effects, with students receiving higher marks when assessed by peers from the same university compared to those from different institutions.
Concerns have been raised regarding difficulties in peer assessment, with Hanrahan and Isaacs (2001) noting that students often feel unqualified and uncomfortable critiquing their peers' work, leading to a lack of seriousness in their marking contributions Students also express concerns about the time-consuming nature of peer assessments and the ambiguity surrounding the use of feedback in the evaluation process Jafarpur (1991) found a low correlation between peer and teacher assessments of Iranian students' listening and speaking skills, particularly highlighting that weaker students struggled more with peer evaluations than their stronger counterparts Furthermore, a study by Miller and Ng (1994) revealed that while there was strong agreement between teacher and peer assessments of oral performance, many learners harbored negative feelings towards peer assessment due to perceived task eccentricity, unfairness, embarrassment, and concerns about their own proficiency in English for effective evaluation.
Students generally view peer assessment positively, expressing satisfaction with its integration into courses Despite potential challenges, the benefits of incorporating peer assessment, especially in English-speaking lessons, are well-supported With thoughtful design and implementation, peer assessment can significantly enhance students' skills in constructing, delivering, and evaluating effective oral presentations.
REVIEW OF RELATED STUDY
Peer assessment has gained significant attention due to the growing emphasis on learner independence A study by White (2009), titled "Student Perspectives of Peer Assessment for Learning in a Public Speaking Course," explored how peer assessment enhances student learning in constructing, delivering, and evaluating presentations Conducted with 55 third-year female students at Tokyo Woman’s Christian University, the research revealed that students generally viewed the peer assessment framework positively, highlighting its effectiveness in promoting their learning outcomes.
In another major study, Lladó et al.’s (2013) “Student Perceptions of Peer
A study titled “Assessment: An Interdisciplinary Study” revealed that students exhibited a favorable attitude towards peer assessment, both prior to and following its implementation They viewed it as a motivating and effective method that enhances learning across various levels The research involved administering questionnaires to 416 students enrolled in eleven different subjects across four distinct fields at the University of Girona, both before and after the peer-assessment process.
Students expressed concerns about the responsibilities associated with peer assessment and a lack of trust in their peers' evaluative skills To address these limitations, Lladó and colleagues recommend implementing straightforward training strategies before engaging in peer assessment activities.
Peer assessment is gaining recognition in higher education for its significant learning benefits, actively engaging students in the assessment process (Race, Brown & Smith, 2005) Research by Patterson (2014) highlighted that students value the extensive feedback received during peer assessments of group presentations Similarly, Fazel (2015) examined the views of 42 students in a Speaking and Listening II course regarding peer assessment, finding that despite some concerns, the majority held a positive attitude towards its implementation.
Ahangari et al (2013) conducted a study on the impact of peer assessment on oral presentation skills among 52 non-major English students in Iran The research aimed to determine the effectiveness of peer assessment in enhancing these skills within an experimental group The results revealed a statistically significant difference between the groups, indicating that well-defined assessment criteria enable students to evaluate their peers' performance similarly to teachers.
Peer assessment plays a significant role in enhancing classroom dynamics, yet student perspectives on this approach in Vietnam remain largely unexplored As an English teacher, I have observed notable improvements in the speaking lessons of the new Tieng Anh 10 textbook, introduced in 2014, which promote active student engagement through pair and group activities, fostering creativity in reports and presentations Empirical studies indicate that peer assessment positively influences students' perceptions and learning outcomes, suggesting its potential benefits in developing speaking skills Despite the lack of related studies on peer assessment in speaking lessons, English oral proficiency is a crucial goal for high school students in Vietnam To address this research gap, my study focuses on Grade 10 students, investigating their perceptions and practices of peer assessment in speaking lessons using the Tieng Anh 10 textbook The research will answer three key questions related to this topic.
1 What are Grade 10 students’ perceptions of peer assessment in English speaking lessons?
2 How is peer assessment conducted in English speaking lessons?
3 What are the benefits and challenges of applying peer assessment in English speaking lessons?
CONCLUSION
This chapter has reviewed the literature on peer assessment methods, focusing on the perceptions and practices of both teachers and students in speaking classes When implemented effectively, peer assessment can enhance learners' speaking proficiency However, concerns about its validity and reliability arise from interpersonal factors and inter-rater reliability issues The next chapter will outline the study's methodology based on the discussed theories and practices.
INTRODUCTION
This chapter outlines the methodology of the study, detailing the context, data collection methods, and data analysis techniques employed throughout the research process.
CONTEXT OF THE STUDY
This research involved 73 Grade 10 students from Hai Lang Upper-Secondary School in Quang Tri, all aged around 16 and having begun their English studies in Grade 6 The school is part of a pilot project utilizing the new Tieng Anh 10 textbook and is known for experimenting with innovative teaching methods The study aimed to encourage active participation in peer assessment tasks among students, fostering a serious and responsible attitude, even during a summer course.
Grade 10 students are now expected to enhance their presentation skills and oral proficiency alongside improving their speaking abilities Having participated in speaking classes throughout the school year, these students are well-acquainted with delivering oral reports and presentations.
In a 45-minute session, students will utilize the peer assessment method for their oral presentations, focusing initially on topics from the Tieng Anh 10 textbook before branching out to new subjects suggested by both peers and teachers Each student is tasked with delivering a mini-presentation or report lasting four minutes, with a possible one-minute extension Throughout the course, the teacher ensures that all students have the opportunity to evaluate their classmates using peer-assessment forms at least three times.
Two experienced female English teachers from Hai Lang upper-secondary school, with 6 and 10 years of teaching experience respectively, were invited to observe English speaking lessons Both hold a University Bachelor of English and will provide comments, share ideas, and offer advice during the peer assessment process Their insights into peer assessment are anticipated to significantly contribute to the study.
The participants in this study used textbook Tieng Anh 10 (new version) as the main course book The book composed by Van, H.V et al was first published in
2014 with the cooperation of Pearson Publishing House It consists of 10 Units and
The book is organized around specific themes, featuring eight consistent lessons in each unit: Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, and Looking Back and Project The Speaking lessons emphasize two primary activities: creating dialogues using useful expressions and engaging in group discussions on relevant topics Most of the subjects covered in the book are familiar to students, enhancing their learning experience.
- Unit 2: Your body and you
- Unit 8: New ways to learn
The new Tieng Anh 10 textbook is designed to be learner-friendly, featuring significant enhancements in content, including topics, vocabulary, and skills, as well as improved design elements such as illustrations and colors compared to its predecessors.
Peer evaluation has been shown to have numerous positive effects on student learning Kappe (2008) highlighted that while students can provide reliable overall assessments, they require additional training to accurately evaluate specific criteria in oral presentations Bloxham and West (2004) emphasized that involving students in assessment criteria and marking schemes leads to beneficial outcomes Establishing clear assessment frameworks, as noted by Rust et al (2003), enhances transparency for both students and tutors by outlining the requirements and standards for achieving different grades Various forms of peer assessment have emerged, allowing students to engage actively in the assessment process (Orsmond et al., 2000) Elwood and Klenowski (2002) found that active engagement with assessment criteria during peer marking aids students in understanding how they will be assessed by tutors Additionally, White (2009) explored learners' perceptions of peer assessment in an EFL public speaking course, revealing that a clear understanding of assessment criteria enabled effective implementation of peer assessment.
The growing demand for effective presentation skills in education necessitates that teachers focus on key elements of speaking performance, including presentation structure, useful phrases, vocabulary, and practical skills Research emphasizes the critical role of non-verbal communication, as demonstrated in Okada and Sawaumi's (2015) study, which identified four key non-verbal factors influencing performance evaluation: hand position, foot position, posture, and eye contact Additionally, Tran (2006) highlights the importance of public speaking competencies in enhancing overall presentation effectiveness.
The article "Speaking: A Course Outline" offers essential guidance on the structure and delivery of presentations, highlighting key elements such as voice modulation—including pitch, volume, clarity, and speed—as well as effective body language techniques like maintaining an open stance, making eye contact, and using appropriate gestures.
Yamashiro and Johnson’s (1997) 14-point evaluation framework for public speaking, encompassing voice control, body language, speech content, and effectiveness, is recognized as a reliable rating tool widely utilized in various studies Empirical research, including works by White (2009), Fazel (2015), and Okada and Sawaumi (2015), supports its effectiveness in assessing oral presentations.
(2010) employed Yamashiro and Johnson’s (1997) evaluation form to design their forms for marking oral presentation
I designed a peer assessment form adapted from Yamashiro and Johnson’s (1997) model, allowing students to evaluate their peers on a scale from 1 (poor) to 5 (very good) To tailor the form to my study's context, I removed point 11 regarding topic choice, as students would select topics randomly at the course's start Additionally, I included a "Comment" section for judges to provide feedback in either English or Vietnamese, enabling presenters to gain deeper insights into their performance Given that peer assessment is not commonly utilized in Quang Tri province or at Hai Lang upper-secondary school, this adaptation serves as a pioneering experiment in my study, accompanied by a detailed guide for effective implementation.
DATA COLLECTION
3.3.1 Rationale for the data collection methods
The current study utilizes questionnaires and interviews as the primary methods for data collection, both of which align well with the characteristics of this investigation.
Questionnaires are an effective tool for data collection in educational research, allowing individuals to complete them independently without researcher intervention (Salkind, 2003) As Brown (2001) states, they consist of written instruments presenting respondents with a series of questions or statements for their responses This method enables informants to express their attitudes toward teaching and learning speaking skills confidentially Grillham (2000a) notes that respondents can answer at their own pace, fostering a comfortable and anonymous environment that encourages honest feedback Consequently, questionnaires were selected for this study due to their objective and reliable information collection They are particularly useful for assessing the attitudes, concerns, and needs of specific groups (Grillham, 2000a) In this research, the questionnaire will help explore subjects' perceptions and practices of peer assessment, as well as the advantages and challenges of this assessment method The standardized format simplifies data analysis, allowing participants time to reflect on their answers, which enhances reliability Additionally, the anonymity preserved by questionnaires increases the likelihood of unbiased responses, while also saving time and effort for both researchers and participants Therefore, questionnaires were employed as a primary data collection instrument in this study.
The research utilized a semi-structured interview method to gain in-depth insights into students' perceptions and practices of peer assessment in speaking lessons According to Grillham (2000b), the interview method is highly beneficial due to the richness and vividness of the data it produces Furthermore, Dowsett (1986) highlights that semi-structured interviews provide flexibility for the interviewer while allowing interviewees to maintain some control over the direction of the conversation.
In general, a semi-structured interview is ideal to collect great deal of rich and reliable data because of its semi-familiarity
3.3.2 Design of data collection instruments
The questionnaire presented in Appendix 1 is designed to explore students' attitudes and practices regarding peer assessment in speaking classes It includes three key areas: students' perceptions of peer assessment in speaking lessons, the implementation of peer assessment in an experimental class, and the advantages and challenges associated with this method Specifically, questions 1 to 7 assess students' perceptions, while questions 8 through 13 utilize a Likert scale to evaluate the practices of peer assessment Additionally, question 9 employs a similar scale to identify the benefits and challenges of this innovative approach Notably, questions 4 and 5 delve deeper into these aspects.
The questionnaire consists of seven open-ended questions, while questions eight and nine utilize a four-point Likert scale, ranging from "1 - strongly disagree" to "4 - strongly agree." The data gathered from this survey is crucial for the researcher to evaluate the effectiveness of peer assessment in speaking lessons To ensure accurate and trustworthy responses, each questionnaire was provided with translations from English to Vietnamese (see Appendix 5).
According to Salkind (2003), interviews are essential for obtaining more accurate data and improved responses from participants To ensure the reliability of the study, the researcher conducted semi-structured interviews with student participants For further details, refer to Appendix 2 and Appendix.
3) aim to get the teachers’ and students’ reflection on their practices of peer assessment and their observations during the experiment with the aim to figure out the advantages and obstacles of using peer assessment in English speaking classes 3.3.3 Procedure for the data collection
A total of 73 students participated in two English classes focused on peer assessment, which spanned 7 weeks with 14 sessions from June 18 to August 3, 2016 The researcher taught English speaking skills directly during these summer classes In the initial session, the teacher thoroughly explained the peer assessment process, emphasizing its benefits and showcasing relevant videos and exemplary public speeches Students were evaluated based on specific criteria outlined in the peer assessment form, and the class engaged in discussions to share tips for effective oral presentations Research indicates that students must clearly understand learning objectives to achieve them and accurately evaluate their peers (Black & William, 1998; Sadler, 1989) Additionally, discrepancies often exist between professors' and students' perceptions of activity objectives and evaluation criteria (Hounsell, 1997; Norton, 1990) Thus, it was crucial to provide detailed explanations of these items to facilitate better understanding and application among students (Cestone, Levine & Lane, 2008; Falchikov and Goldfinch, 2000; Lane, 2007).
In a 45-minute speaking session, students delivered four to five individual presentations, receiving assessments from both peers and the instructor The implementation of peer assessment focused on ten topics from the new textbook "Tieng Anh 10," with particular emphasis on Unit 8 - New Ways to Learn, where the instructor explored additional relevant issues related to public speaking.
Electronic devices play a significant role in enhancing learning experiences, sparking debate about their impact on student creativity and motivation While some argue that reliance on technology fosters laziness, others believe it can enhance critical thinking skills when used effectively A flexible teaching approach that allows students to choose discussion topics not only promotes engagement but also improves their speaking abilities By organizing group discussions before presentations, students can gather valuable insights and feedback, ultimately leading to more successful performances.
Before each presentation, the teacher provided peer-assessment forms for students to fill out during and after the presentations Four students evaluated their peers using these forms, with the option to remain anonymous After each presentation, the teacher collected the forms and compared the scores to their own assessments to ensure consistency The final grade was determined by averaging the scores from both peers and the teacher In the subsequent session, the teacher returned the peer-assessment and teacher-assessment forms to the presenters, allowing them to ask questions about their final marks Additionally, the teacher and classmates offered general feedback, highlighting strengths, weaknesses, and suggestions for improvement, all based on the established criteria in the peer-assessment forms.
In order to collect sufficient information about the students’ perceptions and practices of peer assessment, the researchers exploited questionnaires and interviews as the main instruments
At the conclusion of the seven-week course, a total of 73 survey questionnaires were distributed to students in two English classes, resulting in an equal number of 73 completed surveys collected for analysis.
To validate the information gathered from the questionnaires, the researcher conducted eight semi-structured interviews with students to clarify any unclear survey issues and gather additional insights Four students from each of the two selected classes were randomly chosen for the interviews, alongside individual interviews with two English teachers who had observed the experimental class The teachers' reflections were crucial, as their teaching experience allowed them to provide valuable insights on the advantages and disadvantages of the new application These interviews offered researchers essential advice from seasoned educators, with detailed notes taken throughout the process Conducted in both Vietnamese and English to accommodate the interviewees, the interviews took place outside the classroom to ensure a comfortable environment for open discussion Prior to the interviews, the questions were refined with input from one teacher and two students to address potential issues.
DATA ANALYSIS
The study aimed to investigate students' perceptions and practices in speaking lessons, focusing on their attitudes towards peer assessment Through questionnaires and interviews, the research explored the advantages and disadvantages of peer assessment The collected data were analyzed using both quantitative and qualitative methods, with results presented in tables and charts utilizing SPSS 16.0 software.
Using SPSS software, student responses were analyzed and synthesized, resulting in charts and tables that clearly illustrate their attitudes toward peer assessment.
Semi-structured interviews were conducted to gather and analyze responses from interviewees, providing valuable insights into teachers' and students' perspectives on peer assessment in speaking classes The quantitative analysis of students' answers to multiple-choice questions was complemented by a qualitative examination of open-ended responses, utilizing quotations and summaries to interpret their views Both questionnaires and interviews were utilized to identify the benefits and challenges associated with the implementation of peer assessment among students.
CONCLUSION
This chapter outlined the subjects involved, the data collection tools utilized, and the specific steps taken in the data gathering process, along with the methods of data analysis The following chapter will present the study's results and a discussion of the findings.