Journal article
Peer assessment in EFL teacher preparation: A longitudinal study of student perception
Language teaching research : LTR, Vol.29(1), pp.338-362
01/2025
DOI: 10.1177/13621688211060776
Abstract
Peer assessment has been found to have many advantages in learning particularly when viewing it through a socio-cultural lens. This study explored peer assessment across language teacher education coursework, following 15 teacher candidates through three semesters of TEFL coursework. This longitudinal approach is rare with peer assessment research. Surveys and interviews were collected to understand the students' perception of peer assessment, including how it contributed to their learning and its summative use. Results indicated that repeatedly practicing peer assessment in coursework led to increased positive perception about its usefulness in learning and enhanced trust in peers as qualified assessors, but with a complex interaction of various factors in students' perception, such as perceived task difficulty, interpersonal relationships, mode of feedback, etc. The participants' hesitant attitudes about summative use of peer assessment (PA) was interpreted as largely based on their socio-culturally shaped perspectives of authority and academic achievement. Implications for using peer assessment in language teacher education are offered.
Details
- Title: Subtitle
- Peer assessment in EFL teacher preparation: A longitudinal study of student perception
- Creators
- Eongsoon Joh - Konkuk UniversityLia Plakans - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Language teaching research : LTR, Vol.29(1), pp.338-362
- Publisher
- SAGE Publications
- DOI
- 10.1177/13621688211060776
- ISSN
- 1362-1688
- eISSN
- 1477-0954
- Number of pages
- 25
- Grant note
- Konkuk University
- Language
- English
- Electronic publication date
- 11/30/2021
- Date published
- 01/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371269102771
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