pISSN 12631-2840
eISSN 2631-2859
kronos.idiomas@uce.edu.ec
REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 9-19
DOI: https://doi.org/10.29166/kronos.v4i1.4316
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
© 2023 Universidad Central del Ecuador
Carmen Moncayo Noroña | Instituto Superior Tecnológico de Turismo y Patrimonio YAVIRAC (Ecuador)
Jardel Coutinho dos Santos |
Universidad Técnica Estatal de Quevedo (Ecuador)
Rossana Ramírez |
Universidad Casa Grande (Ecuador)
abstract
This action research study aims to determine the close proximity and signicance there is between peer as-
sessment and drama, as elements that foster Speaking Skills. The dynamics of these elements generate an ecient learn-
ing process. It makes use of a careful backward design as well as Gradual Release of Responsibility-GRR considerations,
and the use of CLT activities. The project was implemented within a time frame of 4 weeks,2 hours a day; a total of
40 hours were reported in this research by means of CLT-Drama activities-in EFL B1.2 Students, its impact and im-
provement in Speaking Skills. Drama is a unique space that promotes and sustains motivation, as it is a social learning
ground naturally lled with interaction that makes transfer viable. Several assets derive from this experience creativity,
tolerance, nonlinear thinking, receptivity to other’s ideas, breaking with stereotypes, helps self-esteem by resourcing to
expression of feeling, and opinions. This is a pre/posttest design study with instruments to collect data for the Quanti-
tative research question: Does peer assessment have an eect in Speaking Skills when using CLT activities in EFL B1.2
Public Tech College Students? Data collection for qualitative questions are based upon the researcher’s eld notes in
reply to qualitative question: How does peer assessment have an eect in Speaking Skills when using CLT activities in
EFL B1.2 Public Tech College Students? Finally, an invitation to reect on the importance of including peer assessment,
drama activities and art to fulll holistic learning in the English classroom.
key words Drama, Nonlinear Thinking, Peer Assessment, Social Learning, Speaking Skills.
fecha de recepción 25/11/2022 fecha de aprobación 31/01/2023
Efecto de evaluación de pares en las destrezas orales mediante actividades de Drama-clt, con es-
tudiantes
efl b1.2
resumen Este estudio de investigación-acción propone determinar el efecto de la evaluación de pares y el drama como
elementos estratégicos que fomentan las destrezas orales. La dinámica de estos elementos genera un proceso de apren-
dizaje ecaz mediante el uso cuidadoso de diseño inverso y de consideraciones GRR (Liberación Gradual de Respons-
abilidades). El proyecto se realizó en un período de 4 semanas, 2 horas diarias, 40 horas en total, con estudiantes del
B1.2 de nivel técnico superior. Así pues, las actividades CLT mediadas por el drama, como espacio único que promueve
sostenidamente la motivación, es el terreno de aprendizaje social, interactivo que hace viable la transferencia. Experien-
cia que resulta en varias ventajas: la creatividad, tolerancia, pensamiento no lineal, receptividad al pensamiento de otros,
el romper con estereotipos, autoestima mediante la expresión de sentimientos y opiniones. Conviene subrayar, que este
estudio de diseño pre- postest recoge datos para la pregunta cuantitativa: ¿tiene la evaluación de pares un efecto en las
destrezas orales cuando se utilizan actividades CLT-drama con estudiantes EFL B1.2 de nivel superior tecnológico?; así
como también los datos recogidos para la pregunta cualitativa basados en las notas de campo de la investigadora, siendo
esta: ¿cómo impacta la evaluación de pares en las destrezas orales mediante el uso de actividades CLT-drama en estudi-
antes de EFL B1.2 de nivel superior tecnológico? Finalmente, este estudio es una invitación a reexionar en la impor-
tancia de incluir la evaluación de pares, el drama y el arte para alcanzar un aprendizaje holístico en el aula de inglés.
palabras clave Aprendizaje social, destrezas orales, drama, evaluación de pares, pensamiento no-lineal.
Peer Assessment Eect in Speaking Skills by means of
CLT-Drama activities-in EFL B1.2 Students
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
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INTRODUCTION
Developing oral competence requires consistent practice and adequate meaningful practic-
es that are real as well as useful for students’ communication learning process (AL-Gar-
ni & Almuhammadi, 2019). The key to understanding the link between peer assessment
and its eect in Speaking Skills using CLT activities is realizing assessment is undeniably
a piece aligned to the success of the learning process (Wiggins, 1991).
Assessment traditionally has been disconnected from the learning process planning
when it should be considered initially to envision learning as a dynamic holistic process
that addresses the makeup of communication. Thus, peer assessment works towards learn-
ing. It is impacting and lasting for students provide feedback during formative stage that
will allow reection and necessary adjustments to reach nal objectives, plus by providing
feedback students reach awareness of their own learning process, giving place to meta-
cognition (Joo, 2016).
Therefore, a clear understanding of a need of production entails the complexity of pri-
oritizing a balance in the practice of the four skills: speaking, reading, writing, and listening;
providing opportunities for students to participate and do the crossover from the grammat-
ical-theoretical competence to the pragmatic competence (Lessard-Clouston, 2018).
This study aims to report the eect peer assessment has in developing speaking
skills providing students timely feedback to ensure their learning through understanding
specics towards improving their performance in speaking skills. Teacher should think
of assessment as a unique opportunity of getting to know the individual process and to
take the timely task of giving feedback for students to identify and learn from mistakes
(Soulsby, 2009).
QUESTIONS AND STATEMENT OF THE PROBLEM
The literature review will support the following research questions: “Does peer assessment
have an eect in Speaking Skills when using CLT activities in EFL B1.2 Public Tech Col-
lege Students? and How does peer assessment have an eect in Speaking Skills when us-
ing CLT activities in EFL B1.2 Public Tech College Students?
The problem of eectively Learning English in Ecuador has to do with the following
factors, English is a mandatory requirement to attain a graduate degree in superior education
according to the Academic Regime Regulations (Consejo Educación Superior[CES], 2019)
which implies an added pressure in students. Plus, along their academic journey students have
not been able to practice Speaking skills mainly due to a traditional approach that stresses
the importance of enforcing a Structural Approach style, by following grammar rules with
an enormous teacher teaching time and little time for students’ participation.
Consequently, students target grammar usage happens only in a mechanical fashion
and their control and appropriacy to express their feelings, opinions in response to real
situations is not clear, vocabulary complexity does not reect level and pronunciation,
intonation and stress is unclear and impedes understanding.
SPEAKING SKILLS AND PEER ASSESSMENT EFFECTIVENESS RELATED
STUDIES
Peer assessment in speaking skills with undergraduate college students addressed by a study
performed in Hiroshima Shudo University (Otoshi & Heernan, 2007) aimed to contrast
peer assessment to instructor assessment. The results revealed reliability which depend to
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a large extent to peer prociency, directly connected to statistically signicant correlations
between student and teacher oral presentation assessing methods. One factor mentioned
is the lack of both theoretical and empirical studies, plus the fact that evaluation does not
have enough research in regards to this matter.
King armed that oral presentations include multi-faceted factors criteria such as:
language, content, delivery, and visual aids (King, 2002). Criteria which are established
by the teacher in assessing student’s performance. According to a research analyzing peer
assessment in oral presentations (Otoshi & Heernan, 2007), there is a possibility for a
biased evaluation. However, this also reects the engagement there is on both sides, a nar-
rative of the learning process events taking place in the classroom with the participation
of its actors, assertively placing the classroom into reality.
Advocates for peer assessment arm, it is pivotal to collaborative learning, empha-
sizing how it promotes autonomy (Johnson, D. W., & Johnson, 1981), responsibility and
an active role in learning (Cheng & Warren, 2005). Cooperative learning is particularly
eective in developing interpersonal skills, and teamwork giving place to meaningful
learning (Shanti, Divaharan Lourdusamy, 2003). Nonetheless, Joo (2016) contrasted a
research where test culture impedes being enriched by peer assessment, highlighting one
necessary fact that underlies education in its context and culture and the need of consid-
ering both. Peer assessment has shown to be a tool that promotes reecting on students’
learning process through generating constructive feedback resulting in understanding and
metacognitive learning.
HOW TO TRAIN STUDENTS TO PEER ASSESS
Peer assessment is considered as a favorable tool, if adequate training is provided (Otoshi,
J. & Heernan, 2007). Training students in peer assessment should underline learning is
the aim and thus, it goes beyond measuring levels or giving grades to their peers. Students
should build their understanding on peer assessment as a contribution to the learning pro-
cess, that must take place consistently through the process in several activities. Only then,
students will take peer assessment as a tool to have an active role in the class by helping
their peers as well as themselves and the teacher by identifying specic needs and to deep-
en their understanding of particular aspects.
clt ACTIVITIES
Communicative Language Teaching improves Oral Skills by bringing reality into class-
room experiences to enrich communication with real life situations that are easy for stu-
dents to relate to (Richards, Jack C.; Rodgers, 1999). Thus, it increases signicantly their
exchange of information, avoiding mechanical repetitions for communicative exchange
will more likely generate unpredictable situations that give place to real communication
(Richards, 2006).
There are many methods and
clt
activities that can be implemented in a class, it
all depends on the group and choices the teacher has made towards the benet of their
learning process. Some clt activities to be mentioned are: Buzz groups, brainstorming,
debates, outdoor activities, eld trips, role play and some approaches such as case studies,
project-based learning,
steam, and others (Richards, Jack C.; Rodgers, 1999).
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THE USE OF DRAMA FOR THIS RESEARCH
Promoting speaking skills through drama results eective for students because it is deci-
sive in deepening the expression of ideas (Hidayat & Apriyanto, 2019) since drama al-
lows to cater students’ diverse learning styles, plus it engages an active participation. We
must remember each student has a dierent learning style of processing information, by
means of visualizing, listening or through their body expression, plus it builds self con-
dence in students who are shy.
Consequently, when using drama, students are able to integrate all skills in their
learning process facilitating the cognitive process. Dramatization is attractive for it gener-
ates creativity which allows students to work collaboratively in problem solving. Engaging
students in the learning process is key to meaningful and lasting learning which also refers
to learning by doing (Zafeiriadou, 2009a), understanding the need of classroom as a space
of transformation (Freire, 2006), the fulllment of the right every human has to freedom,
through art towards strengthening expression and critical thinking (Shaheed, 2013).
Drama also allows learning through social interaction which makes learning signif-
icant, fostering Vygotsky’s ZPD, zone of proximal development (Vigotski, 2000). This
study will focus on drama since studies support the fact that verbal skills have noticeably
improved prociency and real-life communication (Hidayat & Apriyanto, 2019). One oth-
er advantage to be mentioned is the provision of a necessary change to lecture strategies,
transforming Passive English to Active English which drama achieves by means of the use
of diverse strategies and techniques. Drama also oers a powerful tool in problem-solving
giving place to building self-condence (Janudom & Wasanasomsithi, 2009).
Dramatization is a complex expression that requires introspection, reection, feel-
ings, emotions, bringing words alive and has room and exibility to customize our own
thoughts into a predetermined script and the author´s lines, it allows to draw lines con-
necting us to certain characters, resulting in an appropriation of the material through
a work that includes reality and imagination (Barbee, 2010). The use of drama allows
innite opportunities of thinking outside the box and relating to L2 in a functional way,
understanding its usefulness in real life.
RESEARCH METHODOLOGY
To start with this section, it is fundamental to understand what Action Research is. Ac-
tion research is part of a movement that has been going on for some time now, it is a way
of deepening the educational praxis with reection in order to problematize by generat-
ing questions to identify problems and address them according to students’ needs, cater-
ing and contextualizing learning with the active participation of its actors (Burns, 2010).
Action research displays the scope, action and power pedagogy has in deconstructing
traditional patterns of teaching. It oers proposals that enhance learning, relearning, by
means of reection to prevent activities that lack meaning and that only reach the void
of the immediate, displacing the urgency of the profound, lasting and important (Walsh,
2013). It is a way of bringing research (Creswell, 2015) into educational settings provid-
ing the necessary reection to rst hand reality experienced in the classroom.
The research design that was utilized in this action research project was a pre-posttest
comparison design. Field notes, and a survey were used as qualitative tools, while pre and
posttest were chosen as quantitative instruments. The independent variable Peer Assess-
ment, and one dependent variable: Oral Skills Improvement. A dependent variable, that is
evidenced through results of pre and posttests. Table 1 below shows the research design
implemented with this action research (see Table 1).
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PARTICIPANTS
The group that participated in the study was made up of sixteen B1.2-students who have
approved prior level B1.1 that approved placement exam based upon CEFR level descrip-
tors (Examenglish.com, 2021). Students are emerging adults, age range 21 to 25 years old.
All students agreed to participate in the project. There were fourteen students that belong
to National Tourism Guide Career program, one student is a Nurse student and one of
them belongs to the Software Development Career Program. All students completed the
activities of the Action Research. The nal sample completed the pretest and posttest and
participated in the peer-assessment intervention. Female students correspond to 68.75%
of the students correspond to female students and 31.25% correspond to male students.
INSTRUMENTS
Pretest and Posttest in Speaking Skills will be the instruments to collect data for Quanti-
tative research question: Does peer assessment have an eect in Speaking Skills when us-
ing CLT activities in EFL B1.2 Public Tech College Students?
Instruments for productive skills in this research: Speaking would be based upon the
researcher’s eld notes, as well as a survey, can be requested at any time, these describe the
data collection for qualitative questions in regards to peer assessment. highlighting details
of this process, in reply to qualitative question: How does peer assessment have an eect
in Speaking Skills when using CLT activities in EFL B1.2 Public Tech College Students?
RESEARCHER’S FIELD NOTES ON PEER ASSESSMENT EXPERIENCE
Researcher’s eld notes provide an idea of the day-to-day class learning environment as
well as student’s reactions to peer assessment experience, their interaction amongst them-
selves in individual, pair and group activities that students had prior to the drama perfor-
mance. The importance of having various opportunities in peer assessment training, until
reaching pretest and post-test.
Table 1. Research design for this study: variables and data sources
Intervention students:
peer assessment rubric -in drama
Comparison of results pre-
test-posttest
Independent variable:
peer assessment
1. Speaking (pretest) (posttest)
2. Researcher log diary eld notes
1. Speaking (pretest) and
(posttest)
Dependent variable (outcome):
oral sKills improvement
1. Pre and posttests
2. Researcher log diary eld notes on
research perceptions
1. Pre and post speaking survey
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PROCEDURE FOR CREATING MY RUBRIC FOR THE INNOVATION PROJECT
Since this was a pilot simulating experience it allowed pertinent reection and validity to
generate improvements and to create a rubric that could be both complete and easier for
students and teacher to assess and give timely feedback. The rubric is based upon the An-
alytical Cambridge Scales and given the specics of my research innovation which is peer
assessment eect in speaking skills by means of drama. The criterion included in the ru-
bric contemplates the following: language usage which refers to grammatical and syntax
aspects linked to control and appropriacy; vocabulary range that matches the contents of
the lesson plan and innovation proposal; pronunciation and enunciation with particular
interest given to intonation and stress, also part of the objective of this study; text and
vocal work which has to do with clarity, expressiveness, articulation and an appropriate
use of volume; and the interactive communication which addressed initiating conversa-
tion, and responding to conversation. The referred rubric resulting from this experience,
is available upon request.
RESULTS
QUANTITATIVE RESULTS
Quantitative results refer to students’ pretest scores on the rubric that responds to re-
search question: Does peer assessment have an eect in Speaking Skills when using CLT
activities in EFL B1.2 Public Tech College Students? as seen in gure 1 (see Figure 1).
The following criterion were considered: grammar and syntax resulted in a mean of
3,62 which denotes the use of target grammar usage: have to vs. want to and wish that
showcase control and appropriacy topic related to expressing feelings, wishes, hopes, and
dreams related to relationships in response to others in a dialogue situation, with a few
mistakes and generally clear meaning; while it achieved an 3,37 in vocabulary which
means students use a great amount of vocabulary words related to unit. Pronunciation
score achieved of 3,37 denoting students’ expression, intonation and stress as clear and
easy to understand. Text and vocal work reached a 3,31 which refers to expressiveness,
voice projection and volume while conveying a message.
Figures corresponding to interactive communication resulted in 3,37 which reects
the skills of initiating and responding when communicating with others in a dialogue situ-
ation. The total range of the rubric for grammar, vocabulary pronunciation, text and vocal
work, and interactive communication went between 0 to 4; for the pretest students’ results
range between 3,31 to 3,62. A distribution of scores can be seen in gure 1 for pretest.
Student post-test scores on the rubric that responds to research quantitative question:
Does peer assessment have an eect in Speaking Skills when using CLT activities in EFL
B1.2 Public Tech College Students? as seen in gure 2 (see Figure 2).
While the total range of the rubric was 0 to 4, but the actual range was 3.31 to 4
at pretest and 3.75 to 4 at posttest, displaying students satisfy above average 3.5 with
some element of band 4. There is an overall increase in posttest students’ peer assessment
scores which describes and denotes the use of the tool is better understood, and its eect
is evident in the development of the learning process and speaking skills improvement.
A paired-sample test was used to explore the research question, “Does peer assessment
have an eect in Speaking Skills when using CLT activities by means of drama in EFL
B1.2 Public Tech College Students?”, in a paired sample t -test.
Moncayo et al.
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The paired -sample t-test identied a statistically signicant dierence between pretest and
posttest scores (t=-3.84, p<0.001). The test indicated support for the alternative hypoth-
esis, as shown in table below (see Table 2).
QUALITATIVE RESULTS
Qualitative results made use of a survey and researchers eld notes that respond to re-
search question: How does peer assessment have an eect in Speaking Skills when using
CLT activities in EFL B1.2 Public Tech College Students? The graphic shows the answers
categorized into colors, green representing metacognitive processes and critical thinking,
blue representing acceptance to peer evaluation, magenta represents social learning, brown
representing the importance of training in peer assessment, and nally identifying advan-
tages and disadvantages.
The survey provided the following results making use of excel and color-coded formulas
to organize and see the frequency of similar answers for qualitative data.
Figure 2. Posttest rubric scores
Figure 1. Pretest rubric scores
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Survey provided information on aspects of peer assessment as a direct contribution to
metacognitive that ranges from 31 to 34%, the category of training as a positive resulting
factor that goes from 24 to 27%; the social learning area identied from a 16% to 18%,
and the advantages peer assessment had in learning process ranging from 14 to 15%, and
just 5 to 6% were some considerations of peer assessment to have disadvantages. as shown
next page in gure 3 (see Figure 3).
SURVEY NARRATIVE
The survey describes data collection from students’ perception on the peer assessment
process during training and application of peer feedback assessment highlighting details
of this process.
Researcher’s eld notes provide idea of the day-to-day class learning environment as
well as student’s reactions to peer assessment experience. Complete survey narrative with
questions and answers from participants is available upon request.
DISCUSSION
This research responds to research quantitative question: Does peer assessment have an
eect in Speaking Skills when using CLT activities in EFL B1.2 Public Tech College Stu-
dents? and in reply to qualitative question: How does peer assessment have an eect in
Speaking Skills when using CLT activities in EFL B1.2 Public Tech College Students? It
starts with great expectations that rise from the real needs tech college students have in
expressing their thoughts, feelings, opinions and wishes uently and to interact both in
the social and academic spectrum.
The study reveals results and several coincidences some of the authors pointed out
at the literature regarding peer assessment which denes an overall increase in posttest
Table 2. Paired -sample t-test
Variable 1
pretest
Variable 2
posttest
Media 0,853125 0,9421875
Variance 0,00748958 0,00439323
Observations 16 16
Pearson Coecient Correlation 0,28783081
Hypothetical Mean Dierence 0
Degrees of freedom 15
Statistical t 3,84585385
P(T<=t) one tail 0,00079365
Critical Value of t (one tail) 1,75305036
P(T<=t) two tail 0,00158731
Critical Value of t (two tail) 2,13144955
Statistically signicant for pretest is dierent from posttest.
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students’ peer assessment scores. Thus, it describes and denotes the use of the tool is bet-
ter understood, and its eect is evident in the development of the learning process and
speaking skills improvement.
Details on activities that fostered productive skills are registered in researcher’s eld
notes, and provide an idea of the day-to-day class learning environment as well as student’s
reactions to peer assessment experience, the survey describing details on data collection in
reply to qualitative question: How does peer assessment have an eect in Speaking Skills
when using CLT activities in EFL B1.2 Public Tech College Students?
It denitely matches prior studies on the importance of training for peer assessment
and providing several opportunities for students to peer assess, in order to reach an
understanding of the advantages of peer assessment in learning by acknowledging their
own process while providing feedback to their peers, particularly due to the fact that peer
assessment is not part of our culture.
Accompanied by the fact that drama goes beyond words, giving the possibility of
owning words in a dynamic relationship that gives signicance to characters according to
each individuals interpretation which lters spiritually, emotionally and physically, giving
place to productivity (Barbee, 2010). Strengthening teacher’s call to encourage meaningful
learning activity that requires to breach traditional and ocial ways (Zafeiriadou, 2009b).
CONCLUSIONS
Revising the initial literature review and research questions: “Does peer assessment have an
eect in Speaking Skills when using CLT activities in EFL B1.2 Public Tech College Stu-
dents? and How does peer assessment have an eect in Speaking Skills when using CLT
activities in EFL B1.2 Public Tech College Students? In consideration to the problem it
was found that is, in Ecuador English is a mandatory requirement to attain a graduate de-
gree in superior education according to Art.80 on the Academic Regime Regulations (Con-
sejo de Educación Superior [CES], 2019) which implies an added pressure in students
for achieving this requirement. In addition to the fact that along their academic journey,
Figure 3. Peer Assessment Eect in Speaking Skills Survey Results
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
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students are not provided with practice in Speaking skills mainly due to the agenda and
requirements imposed by certain educational organizations that focus on traditional Struc-
tural Approach that enforces grammar rules over students’ participation.
This research ndings highlight peer assessment contribution to metacognitive and
social learning and drama as a unique space to foster and sustain motivation. The implica-
tions of social learning ground which naturally gives place to interaction making transfer
viable, showcasing collaborative learning as essential in generating learning, portrayed in
results with a considerable improvement in speaking skills. Several assets derive from this
experience creativity, tolerance, nonlinear thinking, receptivity to other’s ideas, breaking
with stereotypes, helps self-esteem by resourcing to expression of feeling, and opinions. It
is an experiential learning that has proven to successfully improve speaking skills, more-
over it also enables students with skills to cope with reality. The importance on trespass-
ing traditional frames and methodologies towards the aim of understanding education
and language are key in transforming life opportunities for many by achieving, doing and
acting with creativity over passivity by means of implementing CLT activities-drama as a
strategical method to cater students learning styles. This not only requires planning, but
matching a lesson plan coherently to aim and achieve peer assessment and transfer for long
term learning process. Planning must consider authentic assessment as part of the learning
process; consequently, if planning aims a meaningful learning process, assessment should
replicate this by being real and close to students’ experiences by showcasing genuinely a
link to life and to their goals to the future. When planning, assessment must be part of the
initial reection in order for it to match learning process goals, and to be aligned with the
objectives and results pursued throughout the unit. It must give students the necessary con-
sideration at all times, fostering a student-centered class throughout the learning process.
To sum up, classes should consider a variety of activities to cater students’ diverse
learning styles, as well as to provide opportunities for all students to activate their speak-
ing skills, and gain condence. Art is a mediator in my classes, through music, painting,
writing, and decision-making when designing their own presentations, clearly evidenced
in the Drama Open House where all skills were conjugated
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