Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University

Authors

DOI:

https://doi.org/10.54855/ijte.25536

Keywords:

Peer assessment, EFL education, speaking skills, collaborative learning

Abstract

This study examines the role of peer assessment in developing English speaking skills among second-year English majors at Tay Nguyen University. Using surveys for 80 students and interviews with 12 students, the research gathered insights into students’ experiences and perceptions towards peer assessment. Findings indicate that peer assessment enhances self-awareness, motivation, and key speaking components such as pronunciation, vocabulary, and fluency. However, challenges emerged, including unclear rubrics, unhelpful feedback, and hesitation in peer interaction. To address these issues, the study suggests applying well-defined criteria, offering training in peer evaluation, and fostering a supportive classroom environment. These results provide practical implications for EFL educators seeking to promote communicative competence through collaborative learning. Additionally, the study highlights the need for continued research into the long-term effects of peer assessment and its relevance to other language skills to help educators refine strategies that support both individual progress and peer-based learning.

Author Biographies

  • Le Thi Hong Van, Tay Nguyen University, Vietnam

    Dr. Thi Hong Van Le, Senior English Lecturer at Tay Nguyen University, holds a TESOL PhD from the University of Central Florida, USA. Her research focuses on language skill development, teacher education, and sustainability in education. She is an award-winning scholar committed to professional growth and community service.

  • Pham Thi Thanh Xuan, Nguyen Chi Thanh Gifted High School, Dak Nong Province, Vietnam

    Pham Thi Thanh Xuan is an English teacher at Nguyen Chi Thanh Gifted High School with a research focus on peer assessment and its impact on teaching and learning Speaking. Passionate about improving communication skills, she aims to develop effective strategies to enhance students’ speaking abilities through innovative peer-assessment approaches.

  • Than Thi Hien Giang, Tay Nguyen University, Vietnam

    Than Thi Hien Giang is a lecturer with almost 30 years of experience teaching English at Tay Nguyen University. Holding an MA in English Linguistics, she has interests in EFL teaching, English literacy skills, and teacher education. She is passionate about enhancing language proficiency and fostering effective learning methodologies for English learners.

  • Nguyen Ngoc Gia Han, Buon Ma Thuot Medical University, Vietnam

    Ngoc Gia Han NGUYEN earned a Bachelor's degree with honors in English Language and Linguistics from Tay Nguyen University in 2021, and since then has been teaching IELTS in evening classes. In spite of being newly graduated, she holds a teaching position at Buon Ma Thuot Medical University, Vietnam and dedicates herself to enhancing language proficiency through effective teaching methods, studying diverse cultures, examining the intricacies of translation, and exploring the relationship between language and society.

References

Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1), 2087458. https://doi.org/10.1080/2331186X.2022.2087458

Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370-394. https://doi.org/10.1080/02671522.2020.1849371

Alzubi, A. A., Nazim, M., & Ahamad, J. (2024). Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction. Journal of Pedagogical Research, 8(2), 26-46. https://doi.org/10.33902/JPR.202425541

Ashton, S., & Davies, R. S. (2015). Using scaffolded rubrics to improve peer assessment in a MOOC writing course. Distance Education, 36(3), 312–334. https://doi.org/10.1080/01587919.2015.1081733

Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3(1), 1–10. https://doi.org/10.1186/2229-0443-3-11

Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413. https://doi.org/10.1080/02602930600679050

Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22(2), 233–239. https://doi.org/10.1080/03075079712331381064

Dang, T. N., & Le, T. H. (2023). Students’ Perceptions on Using Rubrics as a Peer and Self-Assessment Tool in EFL Speaking Courses. International Journal of TESOL & Education, 3(3), 119-136. https://doi.org/10.54855/ijte.23337

Fajar, R. (2019). The Effect of Peer Assessment Towards Students’ Speaking Skill at Semester II of Stie Muhammadiyah Jambi 2018-2019. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 6(2), 26-32. https://doi.org/10.22219/celtic.v6i2.9886

Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. New York: RoutledgeFalmer.

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287–322. https://doi.org/10.3102/00346543070003287

Ghafar, Z. N., & Raheem, B. R. (2023). Factors Affecting Speaking Proficiency in English Language Learning: A general overview of the speaking skill. Journal of Social Science (JoSS), 2(6), 507-518. https://doi.org/10.57185/joss.v2i6.107

Gielen, S., Dochy, F., & Onghena, P. (2010a). An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education, 35(2), 187–202. https://doi.org/10.1080/02602930903221444

Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010b). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007

Ha, Y. N., & Ho, N. P. (2025). EFL postgraduate students’ perceptions on the use of Grammarly and peer feedback to improve their academic writing skills. International Journal of TESOL & Education, 5(1), 25-49. https://doi.org/10.54855/ijte.25512

Ismatullayeva, N., & Zubaydova, N. (2024). The Vital Role of Productive Skills in Learning English (Speaking and Writing). International Conference on Interdisciplinary Science (Vol. 1, No. 11, pp. 160-164). https://universalconference.us/universalconference/index.php/icms/article/view/2901

Kaufman, J. H., & Schunn, C. D. (2010). Students’ perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387–406. https://doi.org/10.1007/s11251-010-9133-6

Khonbi, Z. A., & Sadeghi, K. (2012). The effect of assessment type (self vs. peer vs. teacher) on Iranian university EFL students’ course achievement.

Kumar, T., Soozandehfar, S. M. A., Hashemifardnia, A., & Mombeini, R. (2023). Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills. Language Testing in Asia, 13(1), 36. https://doi.org/10.1186/s40468-023-00251-3

Mphahlele, L. (2022). Students’ perception of the use of a rubric and peer reviews in an online learning environment. Journal of Risk and Financial Management, 15(11), 503. https://doi.org/10.3390/jrfm15110503

Ork, Y., Chin, P., Ban, T., & Em, S. (2024). Factors causing students’ challenges in learning English speaking skills: A review. Available at SSRN 4806990. http://dx.doi.org/10.2139/ssrn.4806990

Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6–18.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714

Saito, H., & Fujita, T. (2009). Peer-assessing peers’ contribution to EFL group presentations. RELC Journal, 40(2), 149–171. https://doi.org/10.1177/0033688209105868

Strijbos, J. W., & Sluijsmans, D. M. (2010). Unraveling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265–269. https://doi.org/10.1016/j.learninstruc.2009.08.002

Thornbury, S. (2005). How to teach speaking. New York: Longman.

Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/10.3102/00346543068003249

Topping, K. J. (2010). Peers as a source of formative assessment. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 61–74). New York: Routledge.

Topping, K. J. (2017). Peer assessment: Learning by judging and discussing the work of others. Interdisciplinary Education and Psychology, 1(1), 1–17. https://doi.org/10.31532/InterdiscipEducPsychol.1.1.007

Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, 100484. https://doi.org/10.1016/j.edurev.2022.100484

Downloads

Published

26-07-2025

Issue

Vol. 5 No. 3 (2025): TESOL & Education

Section

Research Article

License

Copyright (c) 2025 Le Thi Hong Van, Pham Thi Thanh Xuan, Than Thi Hien Giang, Nguyen Ngoc Gia Han

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes. 

Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.

How to Cite

Le, T. H. V., Pham, T. T. X., Than, T. H. G., & Nguyen, N. G. H. (2025). Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University. International Journal of TESOL & Education, 5(3), 97-111. https://doi.org/10.54855/ijte.25536

Similar Articles

1-10 of 169

You may also start an advanced similarity search for this article.