The Influence of Peer-Assessment in Improving Speaking Skills  in B1 learners

Dayana Rosa Torres Castro; María Rossana Ramírez-Ávila

doi:10.29166/kronos.v5i2.6801

Authors

Dayana Rosa Torres Castro Universidad Casa Grande
María Rossana Ramírez-Ávila

DOI:

https://doi.org/10.29166/kronos.v5i2.6801

Keywords:

Peer-assessment, Speaking Skills, Fluency, English as a Foreign Language

Abstract

This action research explores how peer-assessment can enhance the speaking skills of B1 English learners. The participants of this study are university students, and they have previously studied English at a language school in Samborondon, Guayas. The project was carried out online within a time frame of 4 weeks, a four-hour lesson per week. This is a pre/posttest design study, which evaluates students’ improvement of oral production skills by implementing the peer-assessment technique. The aim of this study is to answer the questions: 1. To what extent does the use of peer assessment improve speaking in B1 level students? For which quantitative data collection methods were applied. On the other hand, a survey was used to answer the qualitative question: What are students’ perspectives regarding peer-assessment and their speaking? The research revealed that peer-assessment does have a significant influence on B1 learners’ speaking skills, as their grades in the posttest raised and some factors such as grammar and pronunciation were enhanced. Therefore, the current study should be used as a guide for teachers whose aim is to get their students to be fluent in English.

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Author Biographies

Dayana Rosa Torres Castro, Universidad Casa Grande

Universidad Casa Grande-Ecuador

María Rossana Ramírez-Ávila

Universidad Casa Grande -Ecuador

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