Effects of a mobile-based peer-assessment approach on enhancing language-learners’ oral proficiency

• Ching Chang ^[1] ; Hao-Chiang Koong Lin ^[1]
  1. [1] National University of Tainan

     National University of Tainan

     Taiwán

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 57, Nº 6, 2020, págs. 668-679
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Peer assessment (PA) has transformed traditional teacher-only assessment into the student-centred assessment. While this pedagogical approach has been adopted online in recent years, incorporating PA into classrooms has proven to be challenging. In this study, mobile-supported PA (M-PA) activities using Instant Response System (IRS) mechanisms to enhance oral proficiency are proposed for English as a Foreign Language (EFL) students. A quasi-experiment was conducted to evaluate the effectiveness of this approach in the context of an English language course at a university. A total of 60 university students participated, 30 of whom were in the experimental group using the M-PA method and 30 of whom were in the control group using the conventional teacher-only assessment method. The results show that the M-PA method can effectively promote students’ oral proficiency, facilitate personal reflection, and foster positive perceptions of learning.