选题缘由
In second language teaching, listening instruction holds significant importance as it serves as the starting point for language acquisition and is a key focus of language education For foreign students, mastering Chinese begins with developing listening skills, which critically influence their overall language proficiency Therefore, listening instruction is prioritized, especially at the beginner level, where it is essential for ensuring the quality of teaching and the overall improvement of students' Chinese abilities Questioning is one of the most commonly used and impactful teaching methods in the classroom, and the effectiveness of instruction largely depends on the choice of questioning techniques Listening teachers frequently employ questioning throughout the teaching process, making it a primary tool in listening instruction.
As a teacher at Hanoi University of Science and Technology, I have gained valuable experience in teaching Chinese, particularly in listening comprehension In my practice, I discovered that students often perceive listening classes as the least engaging and most challenging among the four types of language instruction, leading to heightened anxiety and low interest To enhance students' motivation and reduce their anxiety, effective questioning techniques are crucial Recognizing the significance of the beginner stage in Chinese listening instruction, I aim to explore the questioning methods employed by teachers in this context.
For the reasons mentioned above, I have chosen to focus my master's thesis on the study of questioning methods used by teachers in beginner Chinese listening classes.
研究目的
本论文的研究目的是通过课堂观摩、撰写及问卷调查达到如下目的
（1）加深对初级汉语听力课的教师提问方法的了解
This study investigates the questioning techniques employed by instructors in the beginner Chinese listening course at Hanoi University of Industry and Trade, along with the learning outcomes of the students.
Based on the research conducted, we identify suitable teaching methods for beginner Chinese listening courses at Hanoi University of Industry and Trade Additionally, we aim to apply the findings related to teachers' questioning techniques in beginner Chinese listening classes, providing valuable reference materials to enhance their instructional practices.
为了达到上述的目的要完成以下任务：
This article summarizes theoretical issues related to questioning in listening classes and reviews previous research on classroom questioning It highlights the significance of effective questioning strategies in enhancing student engagement and comprehension during listening activities, while also examining various methodologies and findings from earlier studies that contribute to our understanding of this crucial aspect of language education.
（2）考查初级汉语听力课上教师采用的提问方法并进行分析；
Based on the analysis results, it is essential to provide targeted suggestions for addressing the issues identified in the questioning techniques of teachers in beginner Chinese listening classes Implementing these recommendations can enhance the effectiveness of teaching and improve student engagement.
本论文所采用的研究方法包括：
Citing established theories from previous research provides accurate support for the arguments presented in the paper.
（2）例证：从实际语料选出教师采用提问方法的例子来证明问题。
（3）分析：对初级汉语听力课教师提问方法的考察结果进行分析。
In analyzing the questioning methods employed by teachers in beginner Chinese listening classes, we can categorize these approaches into several distinct types based on specific principles.
The comparative method involves analyzing the questioning techniques used by various teachers to identify the most suitable teaching methods for your school.
This study employs three research methods: questionnaire surveys, classroom observations, and audio recordings The questionnaire aims to gather students' attitudes and opinions regarding the questioning techniques used by teachers in beginner Chinese listening classes, as well as teachers' understanding, application, and suggestions for these methods Classroom observations and audio recordings are utilized to collect essential data from the classroom environment for further analysis.
研究对象、范围
This article examines the use of questioning methods by teachers in Chinese listening classrooms, focusing on three main aspects: the distribution of questions, timing of questions, and feedback methods The study is limited to questioning techniques used in beginner-level Chinese listening classes Data is gathered from recordings of teachers' questioning methods during these classes, as well as surveys assessing the overall perspectives of both teachers and students regarding these questioning approaches.
本论文的结构
本论文除了前言、结语、参考文献以外，共分三章：
课题研究理论
听力课提问理论依据
1.1.1 听力教学的重要性
Listening training is an essential component of Chinese language teaching, reflecting the universal principles of language acquisition In the long-term process of language learning, a strong emphasis on listening is crucial, as auditory input is the primary means through which verbal information is stored in the brain, complemented by visual input This is evident in the way children acquire their mother tongue, where the pattern of input preceding output is a fundamental rule Improvement in language proficiency relies on the continuous accumulation of input, ultimately leading to the ability to express thoughts effectively Therefore, teachers must create conditions and opportunities for students to receive language input to successfully develop their linguistic abilities.
Listening and speaking training has long been a weak point in language education, and the "read-aloud" teaching method used in beginner-level classrooms does not effectively address listening comprehension.
毛锐（1996）指出人们学习一种语言，有大部分时间是处于“听”的状态。
Listening is fundamental to communication; without understanding, one cannot respond accurately Infants begin to hear speech before birth and continue to listen after they are born, reacting to instructions without vocalizing much Prior to a child's verbal expression, adults provide ample time for them to practice listening It is only after significant auditory exposure that children typically start to speak between the ages of one and two, marking the acquisition of their first language.
In enhancing classroom listening instruction, prioritizing listening skill training is essential The essence of language is auditory; thus, effective language learning involves both auditory input and output Listening serves as the process of receiving language information, and a significant portion of language acquisition occurs through "listening," which is fundamental to communication Therefore, the listening content provided to students should exceed the amount of spoken language they produce To improve students' listening abilities, a multifaceted approach is necessary, with a key focus on ensuring adequate classroom time dedicated to listening practice.
“听”的活动和“听”的练习，初级课程教学应使输入多于输出。
1.1.2 听力教学的目的
To effectively train students' listening skills, it's essential to first grasp the essence of listening comprehension Understanding the nature of listening involves recognizing the processes that facilitate meaningful engagement with spoken language.
解 的本质是人们利用听觉器官对言语信号接收、解码的过程。
所谓听觉器官是指耳朵、耳道、鼓膜、听觉语言中枢。言语信号指的是一个
A word is a combination of sound and meaning, forming phrases and language flows The process of receiving and decoding involves analyzing, distinguishing, and categorizing auditory signals This process also connects these signals with existing knowledge stored in the brain, leading to new perceptions and understanding of speech signals at the levels of phonetics, grammar, and semantics.
The significance conveyed by the perceived language signals is stored in memory, transforming into experiential components that facilitate the perception of new language signals.
The primary function of language is communication, and in natural interactions, verbal signals are presented rapidly and momentarily This necessitates quick reception and decoding of information, making speed a critical factor Various elements influence the efficiency of receiving and decoding messages in communication.
The clarity of speech signals is crucial for effective communication, encompassing factors such as the correctness of phonemes, normal speech rate, appropriate volume, and the absence of external noise interference Clear speech signals are easier to receive and decode, while unclear signals hinder understanding.
The sensitivity of the auditory organs is influenced by physiological factors and significantly enhanced through proper training With effective training methods, the sensitivity of the auditory organs can improve, leading to faster reception and decoding of sound.
The speed of language comprehension is closely linked to the number of experiential components stored in the brain, which include sensory vocabulary, practical grammar rules, and cultural background knowledge of the target language The more experiential components one has stored, the quicker the process of receiving and decoding information becomes Therefore, maximizing the storage of these components is influenced by both inherent factors and subsequent training.
The proficiency of decoding operations is crucial for effective language comprehension During decoding, the brain's higher neural activities engage in rapid analysis, discrimination, and categorization of auditory language signals upon hearing sounds This process allows individuals to grasp the meaning of spoken language The more skilled one is at decoding, the quicker and more accurately they can analyze and interpret linguistic signals.
The primary goal of listening instruction is to enhance students' auditory sensitivity, enabling them to quickly and accurately discern language signals It aims to help students absorb a wide range of language elements, which are stored as experiential components in their memory By providing extensive and repetitive exposure to language signals, this training improves listening comprehension skills and increases proficiency in receiving and decoding information, thereby activating the auditory language center.
1.1.3 听力训练的原则
American psychologist Krashen believes that the most effective way to teach a second language is by providing learners with comprehensible input This approach emphasizes the importance of understanding language in context, allowing students to acquire new vocabulary and grammar naturally By focusing on materials that are slightly above the learner's current proficiency level, educators can facilitate language acquisition while keeping the experience engaging and motivating.
Mô hình đầu vào có thể hiểu được được đề xuất là i + 1, trong đó i đại diện cho trình độ hiện tại của người học i + 1 là bước nâng cao dựa trên trình độ ngôn ngữ hiện tại Đầu vào này phải dễ hiểu và có thể giúp người học nắm bắt thông tin, đây được gọi là nguyên tắc đầu vào có thể hiểu được.
国内外课堂提问研究综述
Research on classroom questioning has a long history abroad, with psychologist Wragg being a prominent figure in this field Wragg conducted a comprehensive psychological study on the concept of questioning, its purposes, classifications, and frequency He argued that teachers often view questioning solely from the perspective of whether a statement contains a question, rather than its potential to elicit student responses Other scholars have explored the functions, classifications, and strategies of questioning, yielding significant findings For instance, Jackie and Beth have focused on classroom questioning since the 1970s, asserting that effective questioning is central to high-quality teaching Their early research emphasized measuring the effectiveness of questioning through student performance and highlighted the importance of developing questioning techniques, such as valuing student responses and encouraging higher-order questions In China, the study of questioning can be traced back to Confucius, who introduced the concept of "inspirational teaching," closely linked to the practice of questioning.
1.2.1.1 西方的研究
有关怎么样提问的问题，是提问方法的研究课题。美国学者 Clark 等人认为，
Effective classroom questioning requires three key conditions: well-crafted questions, prerequisites for good questioning, and effective questioning techniques Willas and colleagues identified ten strategies for effective questioning, including clear wording of questions, suitability for the entire class, balancing various cognitive levels, encouraging student participation, exploring student responses, ensuring continuity in questioning, timing, promoting student inquiries, teacher explanation strategies, and analyzing scripts Research on classroom questioning by educators has been extensive and fruitful internationally.
Question allocation refers to the practice of teachers evenly distributing opportunities for students to answer questions, encouraging participation from all classmates This approach fosters an inclusive classroom environment where every student feels valued and engaged in the learning process By ensuring that each student has a chance to contribute, teachers can enhance overall student involvement and promote a sense of community within the classroom.
共同思考的提问技巧。
Good & Brophy (1987) 指出，在以教师为主体的课堂中，应该给所有学生回答
The opportunity presented by questions keeps students alert during class, as they may need to respond to inquiries at any moment.
McKenzie (1979) 认为：让全班一起回答能给学生更多的回答机会，也能使教师
了解整个班级的掌握水平及学生的自信心等方面的信息。
但是，Nunan (1991) 观察到，在提问分配上，教师更倾向于将范围集中在教室
In a classroom setting, engagement often diminishes towards the back and sides, leading to some students feeling passive, especially if they are not called upon Statistics indicate that students who actively participate in class discussions tend to achieve better academic results compared to their more passive counterparts Therefore, effective questioning techniques are essential to foster active involvement among all students.
国外研究者 （Oristein, 1990; Perrott, 1982; Jacobsen.et, 1985）普遍认为提问有三
根据 Borich （1992）的研究，追问常在以下两种情况下使用：一是角是不确定
Understanding how much students grasp a question is essential, and follow-up inquiries can clarify their responses Additionally, when students' answers are incomplete or when educators aim to elevate the discussion to a more complex level, probing questions can encourage students to expand or refine their answers.
Jacobsen et al (1985) suggest that teachers can engage multiple students by posing open-ended questions that allow for various responses, fostering a high level of interaction in discussions In contrast, Peacock (1990) defines "transfer" as the practice where a teacher redirects a question to a more capable or trusted student when the initial student struggles to respond, aiming to alleviate potential embarrassment This article focuses specifically on this second type of transfer.
According to Perrot (1982), when students struggle to answer teachers' questions or provide only partial responses, teachers can alleviate student anxiety by offering hints and encouraging them to gradually work towards a complete answer Additionally, the waiting time after posing a question is crucial for fostering student engagement and confidence.
The duration a teacher waits for students to respond after asking a question is a crucial aspect of classroom questioning research.
Research by Rowe (1974) and White & Lightbown (1984) indicates that teachers often do not provide sufficient wait time for students to think after posing questions This leads to fewer student responses, as shorter wait times correlate with reduced opportunities for student engagement However, when teachers extend wait times to 3 to 5 seconds or longer, a greater number of students participate in classroom activities.
Nunan (1991) 也指出，教师的等候时间在课堂教学中是很重要的。学生不仅需
To enhance comprehension in the target language, students require sufficient time to understand and formulate their responses However, if the wait time becomes excessively long and disrupts classroom continuity, it is essential to reduce the wait time and provide timely feedback This feedback from teachers on student responses is crucial for effective learning.
After students respond to questions, it is essential for teachers to provide timely feedback on their answers This feedback is a crucial component of the questioning process, ensuring that inquiries are conducted effectively and enhancing the overall learning experience.
White & Light & Brown (1984) 发现，在课堂上，学生回答的问题中有40%没有 得到教师的反馈。
Nunan (1991) 将教师的反馈分为肯定反馈（positive feedback）和否定反馈
Research over the years has demonstrated that positive feedback is more beneficial for improving learners' behavior compared to negative feedback When teachers provide constructive praise, students not only recognize their successful task completion but also experience enhanced learning opportunities However, vague and mechanical positive feedback, such as simply saying "great job" or "good work," can lead to confusion among students (Brophy, 1981).
In 1990, it was suggested that excessive or overly enthusiastic praise can be detrimental, emphasizing the importance of sincerity in teachers' feedback to students.
Teachers should provide praise to students in moderation, ensuring that the feedback is specific and clear This helps students understand the areas in which they have made progress, reinforcing their achievements effectively.
小结
In summary, international researchers have conducted systematic studies on classroom questioning, leading to the development of theories that guide the design of effective questioning strategies.
Specific and actionable guidance on questioning techniques and evaluation methods has yielded significant results, providing valuable insights for teachers of beginner-level Chinese listening courses Research on classroom questioning in Vietnam can serve as a reference point for enhancing teaching practices in this area.
Research on Chinese language classroom questioning is limited and fragmented, leading to a weak overall understanding of its impact on language learning, particularly in listening skills Listening is crucial for developing students' overall language abilities, yet many students find listening classes challenging, while teachers often find them tedious and difficult to manage This article aims to explore effective questioning methods to enhance the engagement and effectiveness of beginner Chinese listening classes Building on existing research, this study investigates the current state of questioning practices in beginner Chinese listening instruction and identifies specific issues It offers concrete suggestions for improving questioning techniques, supported by empirical evidence, to enhance classroom efficiency and better facilitate students' acquisition of the Chinese language.
初级汉语听力课教师提问考察研究
考察对象和方法
My research focuses on the questioning techniques used by teachers in primary listening classes, which led me to select Hanoi as a case study.
工艺大学DL13.01、DL13.02、 DL13.03、 DL13.04、 DL13.05班的学生和八位教师
The study focuses on five classes, all of which are at a beginner level in Chinese language proficiency Each class has completed a comprehensive course consisting of 105 instructional hours.
时为45分钟），有307词的词汇量。
At Hanoi University of Science and Technology, we currently use the "Chinese Listening Course" series published by Beijing Language University Press for our beginner listening curriculum This series consists of three volumes, with our institution focusing on the first two volumes; the third volume is available as supplementary material for teachers First-year students study Volume One, while second-year students engage with Volume Two My thesis specifically examines the content of Volume One.
In teaching listening classes, the instructional time is relatively stable To understand the differences in questioning methods used by various teachers when addressing the same content, I specifically examined classrooms of teachers from the same grade teaching a portion of the listening lesson from the "Chinese Listening Course," specifically Lesson 15 My focus was on analyzing the proportion of different questioning methods employed by the teachers throughout the teaching process.
In the survey section, I primarily examined the perspectives of teachers and students regarding questioning techniques The aim was to identify the current challenges faced by teachers in utilizing questioning methods in beginner listening classes.
My research is based on two primary sources: transcriptions of classroom recordings and questionnaires completed by both teachers and students I aim to investigate the utilization of questioning methods by teachers in beginner listening classes, focusing on three key aspects: the distribution of questions, timing, and feedback.
2.1.2.1 课堂录音及转写
在课堂录音转写部分，我选择了DL13.01、DL13.02、 DL13.03的三位教师。我
Trong bài viết này, chúng ta có ba giáo viên được gọi là giáo viên A, giáo viên B và giáo viên C Giáo viên A đã có sáu năm kinh nghiệm giảng dạy tiếng Trung, giáo viên B có bốn năm kinh nghiệm, còn giáo viên C mới chỉ có một năm kinh nghiệm trong lĩnh vực này.
我对河内经营与工艺大学 DL13.01、DL13.02、 DL13.03、 DL13.04、 DL13.05
A survey was distributed to students and eight teachers to assess the satisfaction levels of students regarding the questioning methods employed by teachers, as well as to gather insights on their ideal questioning approaches Simultaneously, teachers received a questionnaire aimed at understanding their perspectives on questioning methods and their self-evaluated usage of these techniques.
A total of 113 student questionnaires were distributed, along with eight teacher questionnaires The survey included eight young teachers, three of whom were involved in the audio transcription section Their teaching experience varied, with the shortest being one year and the longest six years This analysis will first focus on the overall situation of the teachers before proceeding to a comparative analysis.
考察结果与分析
2.2.1 教科书考察结果分析
2.2.1.1 《汉语听力教程》的主要内容和使用情况
《汉语听力教程》是为零起点的学习者编写的初级听力教程，分三册，共 96
The curriculum is structured around a single-course system, featuring a review lesson after every five lessons The first volume includes 12 lessons focused on phonetics, followed by 8 lessons dedicated to grammar from the eleventh lesson to the end of the second volume The third volume consists of 6 lessons that concentrate on discourse.
The first volume consists of 30 lessons, with the structure of lessons one through five being identical Each lesson is divided into two parts, with the first part focusing on the phonetics and initials of the language.
The article outlines a structured approach to language learning, emphasizing practice through various exercises The second section focuses on tone practice, while the third section addresses pronunciation and intonation Starting from Lesson Six, each lesson is divided into two parts: listening comprehension exercises and pronunciation intonation practice Additionally, key vocabulary for each lesson is clearly listed at the beginning of the exercises.
第二册共 30 课，每课分为三个部分：听力理解练习、语音语调练习和泛听练
习。每课练习前面集中列出了本课生词。
第三册共 36课，每课分为两部分：语音语调练习和泛听练习。每课有题目，各
The article focuses on selecting materials centered around a core topic, primarily featuring longer dialogues and shorter texts Each dialogue or short text is accompanied by a list of new vocabulary words to enhance understanding.
This tutorial covers essential elements such as phonemes, syllables, words, phrases, sentences, dialogues, and short texts It primarily focuses on practice exercises and does not include a "pre-listening" section or additional explanations aside from new vocabulary.
Although phonetics, grammar, and discourse are interconnected, phonetic training materials rely on words, sentences, and paragraphs, while listening comprehension of sentences and paragraphs also requires phonetic involvement However, the purposes, training methods, and material selections for phonetic practice differ from those for grammar and discourse practice This distinction is clearly reflected in the organization of the textbook, prompting me to evaluate the materials separately for phonetics and grammar/discourse.
In a survey conducted among several universities in Hanoi, including the University of Languages and International Studies, Hanoi University, and others, it was found that most institutions utilize the "Chinese Listening Course" textbook, edited by Yang Xuemei and Hu Bo, published by Beijing Language University Press in 1999 While students at the University of Languages and International Studies only study the first two volumes, other universities typically cover three volumes In practice, instructors at the University of Languages and International Studies are required to complete the first two volumes but can supplement their teaching with practical listening materials such as slow-paced news, Chinese songs, and Chinese films This approach is highly effective, as it not only helps students grasp the fundamentals of listening skills through the official textbook but also exposes them to more practical resources, significantly enhancing their listening abilities.
2.2.1.2.《汉语听力教程》内容的优点 a 从整体编排来看
The textbook is highly systematic, with the first six lessons organized according to the phonetic system and the complexity of the sounds, allowing for a gradual and structured learning experience.
The structured teaching arrangement focuses on intensive training in Chinese phonetics, tones, and pinyin schemes, enabling students to gain a solid understanding of these foundational elements This systematic approach allows for concentrated efforts in mastering pronunciation, thereby establishing a strong phonetic base for further language learning.
In the grammar and discourse stages, the types of materials remain consistent across each volume, with varying emphasis on different types over time Each lesson features a structured progression in exercises, beginning with listening comprehension of single sentences and short dialogues, followed by intensive listening of passages, and concluding with extensive listening The exercises primarily involve selection, judgment, and question-answer formats, tailored to the characteristics of the materials in each lesson, ensuring both uniformity and variety.
Combining intensive and extensive listening ensures both the quality of practice and the quantity of listening input Starting from the second volume, each lesson includes an extensive listening section while primarily focusing on intensive listening This approach enhances comprehension through a diverse range of materials.
The arrangement of the corpus is scientifically sound and rational The phonetic section begins with the most fundamental sounds, aligning with language learning principles.
Việc học ngôn ngữ bắt đầu từ việc cảm nhận âm thanh cơ bản, với việc phân biệt các âm tiết và luyện tập ngữ điệu giúp củng cố khả năng nhận diện và ghi nhớ âm thanh Tài liệu ngữ pháp và văn bản được chia thành bốn loại: câu đơn, đối thoại ngắn, đối thoại dài và đoạn văn Quy trình học tập diễn ra từ dễ đến khó, bắt đầu với đoạn văn ngắn và đối thoại đơn giản trước khi tiến tới các dạng phức tạp hơn Trong giai đoạn đầu, tài liệu nghe có độ dài ngắn và tập trung, mặc dù nội dung hạn chế nhưng vẫn có nhiều khía cạnh để khai thác cho mục đích luyện tập Ở giai đoạn sau, tài liệu nghe sẽ dài hơn và khối lượng bài tập cũng tăng lên, phù hợp với quá trình rèn luyện kỹ năng.
In the stage of phonetic instruction, the focus of listening skill training is on the ability to distinguish and analyze sounds, followed by the ability to imitate, particularly in recognizing tones and intonations From a linguistic perspective, tones and prosody present significant challenges for students learning Chinese This teaching material places great emphasis on the mastery of tones and prosody, highlighting these critical areas of difficulty.
The textbook effectively combines both individual skill training and integrated skill training in grammar and discourse stages For advanced students, multiple skills are engaged simultaneously when listening to longer texts In contrast, beginners, who may struggle with language sensitivity and reaction time, benefit from a focus on specific skills before gradually transitioning to integrated training The use of concise materials, such as single sentences and short dialogues, highlights the functionality of individual skill training.
2.2.1.3 《汉语听力教程》内容的缺点 a 从编写、编排来看
（1）材料的数量、长度还没有好的控制
小结
Based on the analysis of the survey, it is evident that there are specific questioning methods employed by primary listening class teachers that warrant attention.
The allocation of questions in the classroom often lacks adequate preparation time for students, leading to increased pressure Many students prefer that teachers repeat questions twice before asking for responses, yet teachers typically only ask once This results in only a few engaged students answering, while those who are less confident or less active tend to remain silent Furthermore, although students enjoy asking each other questions, teachers rarely provide opportunities for peer questioning during class.
Based on student surveys, many learners find listening lessons challenging due to lengthy materials and a high volume of unfamiliar vocabulary It is essential for teachers to effectively address these issues during instruction.
提问的反馈方法：
When students struggle to answer questions correctly, teachers typically employ three feedback methods: rephrasing the question, modifying it, and providing prompts This approach indicates that teachers aim to encourage students to arrive at their own answers However, the use of follow-up questions and the repetition of material are relatively infrequent Moreover, after rephrasing, teachers seldom give struggling students another chance to respond, which can be discouraging and does not guarantee that the student will eventually grasp the concept.
When students provide incorrect answers, the most commonly used feedback method by teachers is correction.
The use of questioning and denial methods in teaching remains low, with direct denial being rare This indicates that teachers tend to be sensitive to students' emotions and avoid outright rejection However, it is evident that educators primarily focus on correction rather than fostering students' abilities to identify and rectify their own mistakes Additionally, teachers often neglect to emphasize the importance of self-discovery in error correction and rarely provide follow-up exercises to reinforce learning after corrections are made, resulting in limited effectiveness of their corrective measures.
（3）学生回答正确时的反馈方法
Teachers often provide generic praise to students, leading to an overabundance of such comments while specific commendations are rare This trend diminishes the overall value of praise, as students prefer detailed feedback Although teachers tend to offer praise uniformly, there appears to be a lack of stronger acknowledgment for correct answers from lower-performing students.
Teachers often use affirming intonation to repeat students' answers, with simple repetition being the most common practice despite its limited effectiveness In contrast, expanded repetition, which builds on students' responses to provide more comprehensive input, is less frequently used but more beneficial When students give particularly simplistic answers, teachers may resort to special repetition, though this approach tends to be more harmful than helpful Instead, techniques like prompting for further discussion should be employed Ultimately, if teachers choose to repeat, expanded repetition is the most effective method.
The use of relevant evaluation methods significantly enhances classroom engagement and atmosphere, making them highly beneficial However, these methods are not frequently implemented in practice.
The use of peer assessment is quite limited; however, if teachers incorporate more peer evaluation, students will receive greater encouragement.
