INTRODUCTION
Background to the study
Assessment plays a crucial role in language learning and teaching, as it not only offers students opportunities to practice but also provides essential feedback for improving their performance (Brown & Abeywickrama, 2010) After a learning period, tests, which are a specific form of assessment, are administered to evaluate students' performance (Brown & Abeywickrama, 2010) Therefore, effective assessment is vital for educators to maintain high-quality learning and better support their students (Cheng & Fox, 2017).
Different types of assessments serve various educational roles Summative assessment, or assessment of learning, evaluates whether students meet learning targets through grades Formative assessment, or assessment for learning, provides feedback to help students adjust their learning processes Additionally, assessment as learning allows learners to evaluate themselves Research indicates that assessment for learning has a lasting impact and significantly enhances student learning, prompting a shift from traditional assessments to formative and self-assessments.
Assessment for learning, a concept that emerged in the 1950s, emphasizes the importance of student involvement in the assessment process, offering numerous benefits (Falchikov, 2005) According to Cheng and Fox (2017), both teachers and students can engage in assessment activities, enhancing the overall learning experience.
Self-assessment is crucial for students as it enhances their awareness of learning progress and encourages them to take responsibility for their education, ultimately boosting motivation and learning effectiveness (Cheng & Fox, 2017) To promote student-centered assessment, Falchikov (2004) recommends strategies such as self- and peer assessment, with peer assessment being the most prevalent, often conducted through group work.
2007) However, some problems in terms of training, participants’ characteristics, and gender need to be researched more in this field (Topping, 1998; Falchikov, 2004)
Formative assessment, particularly self-assessment and peer assessment, is crucial in higher education as it represents a key stage for students transitioning to professional work (Boud & Falchikov, 2006) Nulty (2011) highlighted that implementing these assessment methods effectively in the first year of tertiary education can enhance learning outcomes Therefore, integrating self and peer assessments at the start of a bachelor's program is essential for fostering student development and readiness for their future careers.
Recent changes in Vietnam's higher education assessment methods have introduced positive alternatives to traditional testing, such as group presentations, portfolios, and mini projects (Nguyen, 2013) Le and Nguyen (2016) emphasized the need for diverse assessment forms to foster student interest and encourage continuous learning in a globalized context Additionally, Ho (2015) highlighted the effectiveness of methods like questioning, observation, oral feedback, and peer assessment in enhancing student learning However, sociocultural factors in Vietnam, including hierarchy, student passivity, and a focus on examination-oriented learning, hinder student engagement in these new assessment tasks (Ho, 2015) Overall, these studies underscore the importance of evolving assessment practices in Vietnamese higher education.
3 change and need of using alternative assessment forms However, students’ perspectives on the new approaches should be put into careful investigation
The researcher of this study has experienced various forms of assessment, notably peer assessment during the TESOL master's program Engaging in peer assessment, which involved questioning, commenting, and suggesting improvements on classmates' work, fostered the researcher’s enthusiasm and focus in learning This approach also created a more relaxed atmosphere compared to traditional instructor assessments and enhanced the researcher’s understanding of specific research cases and problems The peer feedback process significantly contributes to continuous learning, prompting the researcher to explore more literature on peer assessment and its applications According to Topping (1998), peer assessment is a recognized form of formative assessment that encourages students to provide feedback and evaluate each other's work.
Up to the present time, the use of peer assessment has received positive views due to its various benefits and it is increasingly employed in higher education (Race, Brown
The researcher identifies peer assessment as an effective strategy for enhancing student learning by actively involving them in the evaluation process However, a review of existing literature reveals that students' attitudes and feelings towards this method can vary significantly across different societies and contexts, highlighting the need for careful consideration Additionally, there is a lack of comprehensive studies focusing on students' perspectives on peer assessment within Vietnam's higher education system Consequently, the researcher has chosen to conduct a case study on the implementation of peer assessment among first-year university students, recognizing this transitional phase as crucial for equipping them with the necessary knowledge and skills for their upcoming academic challenges.
Despite the focus on writing in previous studies on peer assessment in Vietnam, there is a significant need to explore its application in other skills, particularly in the first-year English listening-speaking course This course aims to equip students with the necessary knowledge to effectively communicate their views on societal and professional topics (EF, 2016) However, existing research has largely overlooked peer assessment within this context Therefore, investigating the implementation of peer assessment in the listening-speaking course is essential for enhancing students' speaking and listening skills.
Aims of the study
This study aims to enhance understanding of peer assessment practices within a specific English listening-speaking course at EF - USSH It explores the implementation of peer assessment, gathers students' perspectives on its effectiveness, identifies challenges they face, and seeks their suggestions for improvement Additionally, the research examines the teacher's viewpoint on how peer assessment influences student learning and teaching methodologies.
Research questions
For the purposes given above, this study is going to answer three research questions:
(1) How is peer assessment carried out in the selected listening and speaking course?
(2) What are students’ perspectives on peer assessment in the selected listening- speaking course?
(3) What are the teacher’s perspectives on peer assessment in the selected listening-speaking course?
Significance of the study
Formative assessment, particularly peer assessment, is crucial for enhancing continuous learning among students; however, there is a notable lack of research on its implementation in higher education in Vietnam This study aims to explore the current practices and perspectives regarding peer assessment in a listening-speaking course at EF – USSH, ultimately recommending improved instructions, formats, and tasks for peer assessment The findings and implications of this research will provide valuable insights for faculty members to refine their assessment practices in the classroom.
Scope of the study
This study examines peer assessment within the English listening and speaking course, focusing on participants' perspectives regarding their experiences with peer assessment in these skills Through classroom observations and post-course interviews, the research aims to gather insights rather than measure the effectiveness of peer assessment While acknowledging potential variations in learning outcomes and curriculum, the findings and suggestions may still be applicable to readers' own educational contexts.
Outline of the thesis
This chapter outlines the study's background, objectives, and context Chapter 2 reviews relevant literature on peer assessment and the teaching of listening and speaking skills, followed by a conceptual framework linking key components of the study Chapter 3 details the study's methodology, including research design, data collection methods, procedures, and analysis Chapter 4 presents the study's findings supported by collected data, followed by a discussion that connects these findings to the theories and empirical studies discussed in Chapter 2 The final chapter provides a summary of the study.
6 main findings and suggests the implications for implementing peer assessment and suggestions for further research
LITERATURE REVIEW
Perspectives
This study focuses on exploring current practices and participants' perspectives on peer assessment, highlighting the significance of understanding both students' and teachers' viewpoints According to the Cambridge Dictionary, perspective is defined as "a particular way of viewing things that depends on one’s experience and personality," while Oxford describes it as "a particular attitude towards something; a way of thinking about something." These definitions suggest that perspective encompasses an individual's opinions, feelings, and reactions shaped by their experiences Investigating these perspectives is crucial for enhancing the peer assessment process.
The importance of exploring participants’ perspectives
Students' opinions on classroom activities are often overlooked, despite their significance in the learning process (Bloemert et al., 2019) While understanding teachers' perspectives is essential, as it shapes their teaching methods, gaining insights from students is equally vital since their beliefs and attitudes directly influence their learning outcomes (Richards & Lockhart, 1994) By prioritizing students' viewpoints, researchers can delve deeper into educational issues and identify effective strategies to enhance learner support.
8 learning experience Therefore, perspectives or attitudes can contribute to the success of learners in learning (Ellis, 1995; Brown, 2009)
The current study explores the perspectives of both students and teachers on peer assessment in a listening-speaking course By enabling students to express their views, the researcher aims to gain a comprehensive understanding of their experiences with peer assessment, which can lead to recommendations for enhancing this practice Although previous research has examined students' attitudes and perceptions of peer assessment in the EFL context, the implementation of such assessments in listening-speaking courses remains underexplored, highlighting the significance of this study.
Language skill integration
Integrating reading, listening, writing, and speaking in language education enhances motivation and reinforces skills for learners, as these four skills are interconnected (Brown & Lee, 2015) According to Harmer (2015), this integration highlights the relationship between receptive skills, such as reading and listening, and productive skills, emphasizing the benefits of a cohesive teaching approach.
In language learning, input encompasses various sources such as teachers' lectures, materials, and feedback from peers and instructors, which significantly shape students' understanding and skills This input plays a crucial role in enhancing students' speaking and writing abilities The integration of skills is explored in the course "Listening-Speaking B2," designed for first-year English majors in their second semester This section will examine the different types of listening and speaking skills and the methods employed to teach them in conjunction.
Definition and classification of listening
Listening plays a crucial role in second language acquisition, as it serves as the foundation for students to comprehend oral statements before they can express themselves in a foreign language (Nation & Newton, 2008; Richards, 2015) This process involves the internalization of language input, which is essential for facilitating spoken production (Brown & Lee, 2015) Understanding the significance of listening in language learning is vital for effective communication in a second language.
Listening is often viewed as a process of comprehension, aimed at helping students grasp spoken discourse Additionally, it is seen as a means of language acquisition, promoting the advancement of second-language proficiency.
Listening can be categorized in various ways, primarily by the manner of delivery, which includes one-way and two-way listening (Nation & Newton, 2008; Brown & Lee, 2015; Richards, 2015) One-way listening, often associated with monologues, focuses on transmitting information, while two-way listening, or "interactive listening," involves engagement between speakers and the use of strategies to understand conversations (Richards, 2015, p 327) Additionally, listening can be classified by skills into microskills, which operate at the sentence level, and macroskills, which function at the discourse level (Brown & Lee, 2015) Furthermore, listening processes can be divided into bottom-up and top-down approaches (Nation & Newton, 2008; Brown & Lee, 2015; Richards, 2015), with bottom-up processes concentrating on individual language components to derive meaning, and top-down processes relying on prior knowledge to anticipate messages.
According to Brown and Lee (2015) and Richards (2015), effective listening lessons consist of three stages: pre-listening, while-listening, and post-listening The pre-listening stage focuses on activating learners' prior knowledge by providing key words and background information, which prepares them for the topic and listening strategies During the while-listening stage, engaging activities such as note-taking or chart-filling are recommended to enhance student involvement Finally, the post-listening stage emphasizes the importance of checking students' comprehension to ensure understanding.
The post-listening phase is crucial for enhancing students' comprehension as it involves addressing questions, vocabulary, grammar checks, and discussing challenges faced during listening activities This stage allows students to evaluate their listening performance, identify errors, and understand the causes of misunderstandings Additionally, it encourages the integration of listening with other language skills, fostering greater language awareness.
In 2018, Goh emphasized the importance of focusing on students' understanding of their challenges in the L2 listening process, rather than merely counting correct or incorrect answers Teachers should facilitate opportunities for individual reflections, peer discussions, and group dialogues to help students identify their difficulties and develop effective strategies for improving their listening skills This approach not only aids in personal growth but also fosters collaborative problem-solving between teachers and learners.
Definition and classification of speaking
Effective speaking skills are essential for students aiming for success, as they encompass various types of knowledge and fulfill multiple functions in daily life (Richards, 2008, 2015) Like listening, speaking skills can be categorized into two types: microskills and macroskills (Brown & Lee, 2015) Microskills concentrate on specific language components, including pronunciation, vocabulary, and grammar, while macroskills emphasize strategies for conveying meaning and incorporating body language.
According to Harmer (2015, pp 388-393), there are different types of speaking activities:
Acting from script involves students in acting out scenes from provided materials or original dialogues students write
Communication games encompass two main types: information-gap games, where two speakers collaborate to solve puzzles or identify differences between drawings, and television and radio games that mimic UK TV contests, designed to enhance students' fluency.
Discussion can range from small groups to entire classes, often taking the form of buzz groups for brainstorming, which aids in preparing for future activities like debates Successful formal debates rely heavily on preparation, allowing students ample time to formulate their arguments Other discussion variations include unplanned discussions and consensus-building, which focus on decision-making.
Prepared talks and presentations is one of significant speaking activities To conduct the task well, students need time to prepare and rehearsal their talk first
Students should be engaged with tasks while their peers present, such as providing feedback or preparing follow-up questions This approach fosters active listening and speaking skills, ensuring their involvement in the presentation process Additionally, it allows students to reflect on their own speaking, ultimately enhancing their future performances.
Questionnaires are beneficial if they are well-designed so that students can practice certain repeated language pattern
Simulation and role-play can be employed to increase students’ fluency through playing a role in real-life simulated situations This activity is interesting, so it can foster students’ motivation
Story telling is highly motivating as it comes from students’ daily lives Moreover, it allows students to practice retelling as students can tell the same stories over time
Goh and Burns (2012) highlight key issues in current speaking instruction, noting a shift from traditional methods focused on pronunciation and grammar to a Communicative Language Teaching approach This modern approach emphasizes providing students with ample opportunities for speaking practice, particularly in pairs and groups, to enhance fluency and develop communicative strategies for problem-solving However, the limited use of overt correction may result in a lack of focus on accuracy.
The speaking process often involves peer evaluation, which can hinder learners' ability to monitor their own accuracy and mistakes, particularly in academic settings where they may face various communication tasks and genres Unlike other skills, speaking is rarely recorded, allowing errors to go unnoticed during conversations According to Richards (2015), the focus of communicative tasks is on mutual understanding through vocabulary and communication strategies, leading to less emphasis on correcting grammar or pronunciation This highlights the necessity of implementing activities that encourage students to recognize and self-correct their errors, promoting self-regulated learning.
To enhance fluency in second language learners, it is essential to offer ample oral activities while also incorporating tasks that promote metacognitive awareness for self-reflection on their learning process Goh (2016) recommends three effective strategies to improve speaking performance in language learners.
Peer assessment
2.2.1 Two main types of assessment
To effectively implement peer assessment in the classroom, it is essential to understand the two primary functions of assessment: summative and formative According to Cheng and Fox (2017), assessment can be conducted by both teachers and students, including self-assessments Additionally, assessment activities can take place during classroom practice or after a learning period These concepts align with the terms "assessment for learning," which pertains to formative assessment, and "assessment of learning," which relates to summative assessment.
Summative assessment, as described by Brown and Abeywickrama (2010), is a test designed to evaluate what students have learned throughout a course, typically occurring at the end of the instructional period Its primary goal is to measure students' achievements and determine if they have met the learning outcomes, with scores indicating their performance However, Brownlie and Schnellert (2009) argue that these scores reflect only the extent of learning achieved and do not provide insights into areas needing improvement, as feedback comes too late for students to make necessary adjustments Consequently, summative assessments do not effectively support students' future learning progress.
Formative assessment, as described by Brown and Abeywickrama (2010), focuses on the learning process of students rather than solely on final outcomes This approach allows teachers to monitor student progress in knowledge and skills, enabling them to adjust their teaching methods based on student performance (Hughes).
2003) These authors also highlight the involvement of students in internalizing the feedback and then monitoring their learning process themselves Another definition of formative assessment comes from Black and Wiliam (2009):
Classroom practice plays a crucial role in shaping student achievement by gathering and analyzing evidence that informs instructional decisions When teachers, learners, or peers utilize this evidence, they can make more informed choices about future teaching strategies, leading to improved educational outcomes.
The importance of evidence, particularly through the "performance of tasks" (Green, 2014, p 5), is highlighted as a crucial factor for both teachers and students in making informed judgments This definition clarifies that effective assessment relies on observable outcomes to guide educational decisions.
15 formative assessment can be employed by not only teachers but also students individually or peers through self- or peer checking
Formative feedback plays a crucial role in helping students identify their strengths and weaknesses during the learning process By utilizing insights from teachers and peers, students can enhance their work to achieve desired learning outcomes This approach not only supports students' future educational growth but also allows teachers to refine their instructional methods Ultimately, this assessment strategy guides student learning while enabling educators to tailor their teaching materials to better align with individual student needs and abilities (Bachman & Palmer, 1996).
Wiliam and Thompson (2006, as cited in Black & Wiliam, 2009) identify five essential strategies for implementing formative assessment in the classroom, emphasizing the importance of establishing clear learning outcomes and standards that teachers set and students understand Following this, teachers provide various learning activities, during which they observe and record students' performances to assess their progress effectively.
Table 2.1 Aspects of formative assessment (William &Thompson, 2006, as cited in
Subsequently, assessment from teacher, peers, and students themselves contributes to their success in achieving the goals stated This implementation of formative
Assessment emphasizes the shared responsibility in minimizing students' mistakes within the learning environment (Black & Wiliam, 2009) Black and Wiliam (2009) later introduced five formative activities, each designed to support specific strategies for effective learning Notably, the final activity offers additional benefits beyond the initial five strategies.
Sharing success criteria with learners
Formative use of summative tests
In summary, the type of assessment used for students should align with specific educational purposes Summative assessment serves as an effective tool for institutions to evaluate a student's achievements and determine if they meet the necessary qualifications Conversely, formative assessment focuses on enhancing future learning by allowing teachers and students to identify strengths and weaknesses through constructive feedback, ultimately motivating students and improving their learning quality (Fachikov, 2005).
Peer assessment, as defined by Topping (2009, 2018), has been a concept in education for many years It can serve both formative and summative purposes, but its formative application is more prevalent and significantly enhances student learning Topping describes peer assessment as a process where learners evaluate the quality and value of the work or performance of their peers who are at the same academic level.
20) Giving more details, Falchikov (2007) describes the term as:
Peer assessment involves students evaluating their classmates' work by offering feedback or assigning grades, based on established criteria for excellence that they may have helped create.
Peer assessment is identified as a key strategy within formative assessment, as it encourages students to provide constructive feedback and scores to their classmates based on specified criteria This process not only fosters critical thinking but also enhances the learning experience by promoting collaboration and self-reflection among students.
In the field of language assessment, Brown and Abeywickrama (2010) explain that peer assessment is developed from the same principles of self-assessment like
Autonomy in learning empowers individuals to establish their own goals and navigate their educational journey, enhancing intrinsic motivation Additionally, peer assessment emphasizes cooperative learning, where students engage in teaching one another, as highlighted by Brown and Abeywickrama (2010).
145) Overall, peer assessment is considered as a learning tool “within the domain of learning-centered and collaborative education” (Brown & Abeywickrama, 2010, p
Regarding types of peer assessment, Brown and Abeywickrama (2010, pp 147-151) identify five types of self- and peer assessment:
Assessing [a specific] performance involves students evaluating oral or written products immediately after the performance For instance, during the assessment of an oral presentation, students utilize a checklist to rate their performance on a defined scale.
Indirect assessment of general competence differs from performance assessment as it emphasizes evaluating overall competence rather than specific performance details This type of assessment spans an extended duration, such as several days or an entire semester, focusing on the broader abilities of individuals rather than minor aspects of their performance.
The implementation of peer assessment in English listening-speaking courses
This section provides insights into the implementation of peer assessment in listening and speaking skills It also reviews previous studies to identify existing gaps in the literature that this research aims to address.
2.3.1 How to implement peer assessment
Formative assessment plays a crucial role in helping students identify their challenges and enhance their learning through feedback on task performance (Black & William, 2009) However, when it comes to assessing listening skills, a significant challenge arises: listening itself cannot be directly observed, and the "evidence of comprehension" that takes place in the learner's mind remains invisible (Brown & Lee).
Assessing students' listening comprehension effectively poses a significant challenge (Brown & Lee, 2015) A promising approach to enhance this assessment is by incorporating speaking activities into the listening process through "peer cooperation" and "peer dialogue." Vandergrift and Goh (2012) emphasize that students can achieve a deeper understanding when they collaborate with their peers.
“acknowledging, analyzing, and evaluating their experiences” rather than working
Teachers can encourage students to collaborate with peers and assess their listening outcomes, allowing them to reflect on challenges and identify solutions (Vandergrift & Goh, 2012) This approach fosters a supportive learning environment where students can address their difficulties effectively (Brown).
& Abeywickrama, 2010) suggest students can check their understanding with their peers or seek for help from their partner in case they do not comprehend something after listening
Brown and Abeywickrama (2010) outline four essential guidelines for effective self- and peer assessment Firstly, it is crucial to clarify the assessment's objectives to encourage participant engagement Secondly, teachers must provide clear instructions and examples for rating and offering feedback on performances Thirdly, establishing explicit assessment criteria is vital for enhancing objectivity in student evaluations Lastly, incorporating follow-up activities, such as teacher conferences or self-analysis, is necessary to ensure positive outcomes from the assessment process (Brown & Abeywickrama, 2010, p 152).
(2011) and Reinholz (2015) shared the same ideas, but Luoma highlighted the importance of providing teacher feedback that peer feedback could not take over
According to Falchikov (2007), practice plays a crucial role in boosting students' confidence and improving their assessment skills This emphasis on the significance of practice and training is further supported by the research conducted by Patri (2002), Lim (2007), and Saito.
Research indicates that increased practice leads to more accurate self-assessment among students (2008) Additionally, Brown and Abeywickrama (2010) recommend utilizing peer assessment tasks to enhance speaking skills, such as implementing checklists and questionnaires for students to evaluate their peers' performances Furthermore, students can collaborate by having their partners identify mistakes during speaking practice, fostering a supportive learning environment.
Providing clear peer assessment scoring guides with defined criteria and scales is essential, particularly for evaluating oral presentations Katz (2014) emphasizes that when both teachers and students understand the assessment standards and goals, the use of these scoring guides enhances consistency in evaluations.
27 scoring guides include checklists, rating scales, holistic rubrics, and analytic rubrics
Checklists and rating scales primarily consist of lists detailing aspects of language performance In contrast, alternative assessment tools provide evaluators with specific criteria that pertain to various qualities of language proficiency, aligning with a defined scale or range of levels (Katz).
Analytic rubrics, which include specific features for each criterion, offer significant advantages by providing detailed feedback on strengths, weaknesses, and recommendations for improvement This approach enhances learners' development by making them aware of their current progress and the steps needed to enhance their learning.
2.3.2 Recent studies on students’ perspectives on peer assessment in English listening-speaking courses
Numerous studies have explored the implementation of peer assessment in EFL listening-speaking courses at the tertiary level, with a particular focus on oral presentations Research indicates that various aspects of peer assessment for oral skills have been thoroughly examined Notably, peer assessment has been shown to be reliable and valid when compared to traditional assessment methods, provided that students receive adequate training on assessment purposes and criteria, along with opportunities for practice (Patri, 2002; Cheng & Warren, 2005; Saito, 2008; Aeginitou, Nteliou, & Vlahoyann, 2010; Ahangari, Rassekh-Alqol).
Numerous studies have examined the effectiveness of peer assessment in enhancing students' learning outcomes, including academic performance and motivation (Aeginitou et al., 2010; Ahangari et al., 2013; Ho, 2018) Additionally, research has explored the perspectives of both students and teachers regarding peer assessment While many participants expressed positive views, some studies revealed contrasting opinions Given that perceptions of peer assessment can differ across cultures (Topping, 2018), this section will analyze research focused on students' perspectives in listening-speaking courses within EFL/ESL tertiary education.
Research on peer assessment of oral presentations in an Asian context reveals that students view this method positively, as it enhances their learning and improves their oral presentation skills Studies indicate that the process of giving and receiving feedback allows students to identify and reflect on mistakes, fostering their development Furthermore, peer assessment encourages greater responsibility, autonomy, interaction, collaboration, motivation, and participation among students.
In terms of difficulties students encountered when doing peer assessment, White
A study conducted in 2009 revealed that many Japanese students struggled with peer assessment, with over a quarter expressing concerns about the fairness and accuracy of their peers' scores, as well as discomfort with being evaluated The research utilized a four-point Likert Scale, but lacked empirical evidence to clarify the reasons behind students' negative feelings, raising questions about whether these sentiments stemmed from individual characteristics or the assessment format Similarly, Fazel's 2015 study at an Iranian university found students perceived peer assessment as neither easy nor fair, yet did not delve into the underlying reasons In contrast, Peng's 2009 research in Taiwan, which employed written reflections, open-ended questions, and interviews, provided deeper insights It identified that students feared assessor bias and differing interpretations of grades, which could compromise feedback quality Additionally, students expressed a lack of confidence in providing accurate feedback and experienced anxiety and embarrassment when confronted with negative evaluations.
Peer assessment has gained significant acceptance in various Asian countries, including Japan, Iran, Taiwan, Korea, and Hong Kong, which contrasts with Topping's (2018) expectations Despite Vietnam sharing some cultural similarities with Taiwan and Japan, its stance on peer assessment remains uncertain.
29 use of peer assessment is welcomed in the Vietnamese context The section below aims at discussing the application of this type of formative assessment.
Studies on peer assessment in the Vietnamese higher education
In Vietnam, various studies have explored peer and formative assessment across different subjects and educational settings, revealing diverse perspectives on their implementation Cultural and social barriers, along with established school curricula and norms, significantly hinder the adoption of formative assessments, including peer assessment Research by Ho (2015) indicates that, despite students recognizing the benefits of formative assessment for enhancing their learning, many still favor traditional assessment methods This preference is largely influenced by Vietnamese cultural values, such as face-saving, maintaining harmony, and valuing individual effort, which affect student engagement and the quality of peer feedback.
Pham's (2016) study identified key obstacles teachers face in providing formative feedback, including large class sizes, time constraints, and lesson content To overcome these challenges, alternative formative assessment methods such as group discussions, peer questioning, and peer comments were suggested to enhance student learning and evaluation However, interviews with teachers indicated that the benefits of oral presentations outweighed those of formative assessments The author recommended policy and perception changes to improve implementation success While the findings are particularly relevant to southern Vietnam, cultural differences may affect students from various regions, necessitating further investigation into how cultural barriers impact the effectiveness of formative assessments from both teachers' and students' perspectives.
Studies indicate that students generally have positive attitudes towards peer assessment in the classroom, although issues related to teacher instructions and assessment fairness need to be addressed Nguyen's (2013) study involving 24 third-year students in a critical thinking class highlighted the lack of guidelines for providing feedback, yet students found peer feedback enjoyable and beneficial for improving their performance Concerns arose regarding the accuracy of peer feedback due to varying levels of English competence among peers, as well as students' sense of autonomy To enhance the effectiveness of peer assessment, the study recommends smaller class sizes, providing more examples from teachers to clarify assessment criteria, and facilitating direct discussions among students to reach consensus on feedback.
A study by Nguyen (2017) at a southern university in Vietnam examined students' views on authentic assessment methods, such as case studies and role-play The research found that well-defined and objective rubrics significantly enhanced students' awareness of their competencies and the performance criteria However, students expressed that overly complex rubrics could induce anxiety Clear instructions and student involvement in rubric design were strongly recommended The study highlighted two forms of peer assessment—intra-peer and inter-peer—which students found beneficial for skill development and knowledge exchange, although friendship bias could affect the fairness of evaluations Additionally, students preferred a combination of scores and qualitative feedback, viewing scores as important indicators of their performance.
31 showing their current level, while descriptive feedback served as guidance for them to correct their mistakes
Third, regarding EFL classes, most studies focused on peer assessment for writing skills, while the use of this assessment for other language skills has not been explored
Numerous studies have explored writing skills in tertiary education, notably the research by Pham and Nguyen (2014), which examined a 15-week academic writing course where students, lacking formal training in peer feedback, submitted essays for online critique from peers This process involved students revising their work based on feedback before final submission to the instructor, who later showcased selected papers to the class The findings highlighted that insufficient prior training led to inadequate peer feedback on crucial aspects such as organization and ideas, emphasizing the necessity for structured instruction to enhance the effectiveness of peer assessment in improving writing quality Similarly, Nguyen (2016) revealed that peer assessment was only informally integrated into one session of the course, resulting in student disappointment and a demand for more training and opportunities for peer feedback A key distinction between these studies is that Pham and Nguyen's research involved online peer assessment, while Nguyen's study was conducted in a classroom setting.
In the Vietnamese context, opinions on peer assessment vary, with some studies indicating its success is heavily influenced by cultural values, while others suggest it is generally well-received by students Despite the positive perception and effectiveness of peer assessment in English as a Foreign Language (EFL) writing courses, its application in listening-speaking courses presents unique challenges Notably, peer assessment in writing can be conducted online, whereas in listening-speaking classes, students' speech is often not recorded, which may affect the assessment process Additionally, factors such as concentration can pose challenges when students evaluate their peers in real-time classroom settings.
The differences between writing and speaking, encompassing 32 distinct criteria, can significantly impact peer assessment outcomes This highlights the necessity of exploring peer assessment within listening-speaking courses, focusing on participants' views regarding its benefits, challenges, instructions, format, and tasks.
Conceptual framework
In this section, a conceptual framework of the study is generated based on theory and discussion above
Figure 2.1 Conceptual framework of the study
Chapter 2 highlights key challenges in teaching listening and speaking, particularly the lack of activities aimed at mistake correction and enhancing metacognition for self-directed learning One effective solution to address this issue is peer assessment, which encourages the integration of listening and speaking skills When students engage in speech production, their peers listen and provide feedback, serving as valuable input that helps them refine their speaking abilities Additionally, speaking can facilitate listening development through collaborative peer interactions.
This study explores the integration of peer assessment in a listening-speaking course, aiming to enhance students' listening and speaking skills Given the varied perspectives on this approach influenced by different social and cultural contexts, the research focuses on the views of Vietnamese students and teachers It seeks to determine student acceptance of peer assessment, along with their opinions on its format, instructions, challenges, and potential benefits for their learning By analyzing participant feedback, the study aims to refine the peer assessment process to improve its effectiveness in the course.
METHODOLOGY
Research questions
This study aims at answering three research questions:
(1) How is peer assessment carried out in the selected listening and speaking course?
(2) What are students’ perspectives on peer assessment in the selected listening- speaking course?
(3) What are the teacher’s perspectives on peer assessment in the selected listening-speaking course?
Research design
This study utilized a qualitative case design to explore peer assessment in a listening-speaking course aimed at first-year students at EF-USSH, focusing on enhancing their listening and speaking skills across various topics Data collection involved three research instruments: observations, a qualitative questionnaire, and semi-structured interviews with both students and the teacher A summary of the research methodology is presented in Table 3.1, followed by detailed descriptions of each component.
The choice of a qualitative approach in this study is driven by the need to explore and gain an in-depth understanding of perspectives on peer assessments This method enables researchers to gather rich, detailed insights that are essential for achieving the central goal of the research.
Careful and detailed descriptions, as emphasized by Mackey and Grass (2006), along with a holistic view of the context (Richards, 2015), allow researchers to gain a deeper understanding of peer assessment practices in a specific listening-speaking course While the findings may not be generalizable, they can still provide valuable insights into current practices.
35 be used to “transform practice or challenges prevailing configuration” (Richards, 2015, p 65)
To gain a comprehensive understanding of the issue, the researcher utilized a case study approach, recognized as the most effective method for offering insights (Stakes, 2003, p 137) This approach allows for the exploration of various dimensions within the real-life context, facilitating a thorough investigation of the subject matter.
“interactions events” and participants’ relationship (Cohen, Manion, & Morrison,
In 2007, Stakes identified three types of case studies: intrinsic, instrumental, and collective This research primarily focused on exploring the perspectives of participants, leading to the selection of a specific case for in-depth analysis.
In this study, the concept of "secondary interest" (Stakes, 2003, p 137) guided the researcher towards achieving the primary objective The research focused on two classes within the listening-speaking course at the Faculty, where teachers effectively utilized peer assessment The selection of this case was influenced by the prevalent use and structured approach to peer assessment observed in these classes.
Research site In one selected listening-speaking class for
English majored students at the EF-USSH
Semi-structured interviews (students (10) and the teacher (1))
Documents (98 peer assessment sheets done by the students)
Research site
The study was conducted in a B2 listening-speaking class for first-year English majors at USSH-HCMC during the second semester, focusing on enhancing students' English skills to achieve a benchmark B2 level (CEFR) The course grading comprised midterm tests (30%) and a final exam (70%), with participation assessed through projects like presentations and videos The primary textbook, "Inside Listening & Speaking 3" by Hamilton & Lawson (2015), provided diverse topics aligned with the faculty's learning outcomes, enabling students to use the language flexibly and effectively for social, academic, and professional purposes.
The study focused on 36 first-year students with upper-intermediate English proficiency, as they were new to peer assessment and could share their initial experiences This approach aligns with the recommendation that peer assessment should begin in the first year of university, as students are capable of evaluating their peers (Nuty, 2011) Although these students had previously provided oral feedback to their classmates, they lacked formal guidelines for conducting peer assessments, which highlights the need for structured support in this area.
Methods of data collection
This study utilized four data collection methods: observations, qualitative questionnaires, semi-structured interviews, and document analysis To ensure the validity and reliability of the findings, the researcher applied triangulation of data sources and methods, as suggested by Creswell (2012).
The researcher utilized three key data sources to validate her findings on peer assessment: input from students actively participating in the process, insights from the teacher responsible for designing and implementing the peer assessment tasks, and observations made by the researcher as a non-participant observer This approach allows for a comprehensive understanding of peer assessment from multiple perspectives.
Table 3.2 Methods of data collection
Research questions Method of data collection
1) How is peer assessment carried out in the selected listening-speaking course?
2) What are students’ perspectives on peer assessment in the selected listening-speaking course?
3) What are the teacher’s perspectives on peer assessment in the selected listening-speaking course?
The initial research question focused on understanding the implementation of peer assessment in the chosen listening-speaking course To accurately capture the classroom dynamics, the researcher utilized observation as a method, allowing for the direct collection of real-life data.
Observational research provides valuable insights by capturing both factual data, such as the number and types of activities and participant engagement, as well as behavioral aspects, including student reactions and classroom atmosphere (Creswell, 2012; Cohen et al., 2007; Stake, 2010; Yin, 2017) This method yields more valid and authentic data compared to interviews, which can offer incomplete or biased second-hand accounts (Cohen et al., 2007) Furthermore, conducting multiple observations allows researchers to develop a deeper and more nuanced understanding of the participants and their context (Mackey & Gass, 2006).
The researcher utilized observational fieldnotes to gather data, as alternative methods like video recording could influence student behavior due to awareness of being filmed (Bassey, 1999) These fieldnotes encompassed detailed descriptions of the classroom context, including class specifics, date and time, activity descriptions, and reflective insights on the observed activities (Creswell, 2012) A total of four class meetings were observed, focusing on peer assessment activities, the procedures involved, teacher instructions, and student reactions to the tasks Throughout the observations, the researcher maintained a nonparticipant observer role.
Observation allows researchers to directly witness students' behavior, but it does not reveal their true thoughts or the reasons behind their actions To gain a deeper understanding of students' perspectives on peer assessment in listening-speaking classes, a qualitative questionnaire was utilized (see Appendix 7) This approach was preferred over a quantitative questionnaire as it fosters open-ended responses, enabling the collection of new insights that may not be covered in existing literature (Creswell, 2012).
39 the data collected from qualitative questionnaire helped structure the design of semi- structured interviews
To ensure students felt comfortable and confident in expressing their opinions, all qualitative questionnaire sheets were provided in Vietnamese This approach aimed to gather more accurate information and minimize misunderstandings Out of a total of 40 students, 31 completed the questionnaires on the day they were distributed The qualitative questionnaire focused on exploring students' experiences with peer assessment, including their feedback on the format and instructions, challenges faced, and suggestions for improvement This targeted questioning allowed the researcher to gain valuable insights into students' perspectives on the peer assessment process in the course.
Observations provide insights into classroom activities and student behaviors, while interviews reveal deeper aspects such as opinions and emotions that are not easily observable (Simons, 2009; Stake, 2010) Utilizing open-ended questions in interviews, similar to qualitative questionnaires, enables researchers to gather more comprehensive and nuanced information, allowing participants to express their views without being limited by fixed choices (Creswell, 2012) This approach helps highlight new and unclear issues that emerge from observational and qualitative data Although interviews require significant time investment, they offer flexibility, as interviewers can adapt question order, clarify wording, and probe further to address key issues (Cohen et al., 2007; Simons, 2009).
While qualitative questionnaires incorporate open-ended questions akin to those in interviews, the combination of both research methods is essential Qualitative questionnaires tend to yield more reliable and honest responses, enhancing the overall validity of the research findings.
In a study involving 40 anonymous participants, there is a risk of misunderstanding the written questions, leading to incomplete questionnaire responses (Cohen et al., 2007) Conducting interviews can mitigate these issues, resulting in a higher response rate as participants feel more engaged and motivated, allowing for richer insights into the research (Cohen, 2007, p 352) Additionally, interviews are crucial for addressing complex questions, as they yield more in-depth data (Cohen et al.).
Prior to conducting the interviews, the researcher developed a detailed interview protocol, which included both main and probing questions, along with the key objectives of the interviews A total of 10 semi-structured interviews were carried out with student volunteers, while the 11th interview involved the class teacher Participants were selected based on their willingness to join, and consent was obtained for recording the conversations All interviews were conducted in Vietnamese to ensure richer data collection Mobile phones were utilized for audio recording, as this method provides more accurate data than written notes and allows the researcher to focus on the interviewees' responses without the distraction of note-taking The primary aim of these interviews was to delve into students' perspectives on peer assessment, exploring their likes, dislikes, its impact on their learning—such as language skills and academic performance—along with any challenges faced and suggestions for improvement.
The researcher obtained permission from the teacher to collect peer assessment sheets scored by students after exchanging their work These sheets provided valuable insights into the feedback process, allowing the researcher to analyze the format and understand how students evaluated their peers.
The peer assessment rubrics utilized in this class were analytic and based on Weir's (1993) criteria, as referenced in Weir (2005), along with sample scoring rubrics from the University of Wisconsin-Madison These rubrics comprised five key criteria: Content, Organization, Fluency & Pronunciation, Vocabulary and Grammar, and Manner and Style Each criterion featured two to four descriptors, with students evaluating each descriptor on a scale from 1 to 5.
The peer assessment system utilized a scoring scale from 1 (Poor) to 5 (Excellent) across four oral tasks: presentations, role-plays, debates, and talk shows Each assessment sheet allowed students to note strengths, weaknesses, and improvement suggestions, with 98 sheets collected in total The teacher modified the rubrics while maintaining consistent criteria, primarily adjusting the descriptors for Content and Organization, and occasionally omitting elements from the Manner & Styles category The research focused on students' scoring tendencies and analyzed written feedback to identify the most frequently commented aspects.
Data collection procedure
The data collection process involved the researcher emailing six lecturers who taught listening-speaking courses for first-year English majors in the second semester of the 2017-2018 academic year, seeking permission for interviews Out of these, two lecturers responded, leading to informal interviews that revealed both utilized peer assessment in their classrooms, albeit with varying frequency and methods Subsequently, the researcher sought permission to observe the class of the lecturer who frequently employed peer assessment with the use of peer assessment sheets.
Figure 3.1 The process of data collection
The researcher organized meetings with the teacher to obtain the syllabus and discuss the planned peer assessment activities for the class Following this, observation sheets were created for the first class observation during the 8th session, with continued observations in the 9th, 10th, and 11th sessions based on the teacher's peer assessment plans After the 11th week, a qualitative questionnaire was designed to gather students' overall perspectives on peer assessment During the 12th session, the researcher distributed the questionnaire to students and subsequently invited 10 volunteers for interviews, arranging face-to-face meetings with each participant.
- Conducting 10 semi-structured interview (lasted for 10 to 15 minutes)
- Conducting the final interview with the teacher
- Delivering qualitative questionnaire (31 sheets were collected)
- Collecting the data and getting some initial results
- Designing semi-structured interviews questions based on the initial results
- Observing the class to describe how the teacher carries out peer assessment
- Asking the teacher for syllabus and peer assessment plans
- Contacting teachers and conducting informal interviews to get initial information
- Asking for approval from a teacher to observe and interview
After reviewing 31 qualitative questionnaire responses, the researcher identified unclear concepts that required further exploration Utilizing the collected data, the researcher formulated interview questions and conducted 10 semi-structured interviews with students to gain deeper insights into their perspectives Additionally, a final semi-structured interview was conducted with the teacher to gather her viewpoints The accompanying graph summarizes the data collection plan.
Data analysis procedure
The data analysis of this study included six main steps following instructions of Creswell (2012, p 237)
The research process involved the collection of various qualitative data, including four written observational fieldnotes, 31 qualitative questionnaire responses, and 11 audio recordings Following this, the gathered notes and responses were analyzed and interpreted to derive meaningful insights.
A total of 44 qualitative questionnaires were organized into Microsoft document files, alongside 11 transcribed recordings, resulting in approximately 2,000 words of observational fieldnotes, 5,000 words of responses, and over 16,000 words from interviews Each observational fieldnote produced about four pages, while qualitative questionnaire responses averaged one page, and interview files ranged from two to four pages After compiling and printing the documents, the researcher opted for a manual analysis approach, citing a preference for a hands-on experience with the data, which allowed for greater focus and connection without the distraction of software tools (Creswell, 2012, p 240).
In the next phase of the research process, the researcher immersed themselves in the texts to grasp the overall context and extracted key ideas (Creswell, 2012, p 244) They revisited the study's aims and questions, documenting them separately to maintain focus on finding answers amidst the extensive data The researcher then meticulously read each text, coding the data by identifying text segments and assigning labels that encapsulated the main ideas of similar segments (Creswell, 2012) Upon completion, duplicate codes were removed, and the remaining codes were organized into subthemes and overarching themes, which are illustrated in Figure 3.3.
The researcher utilized thematic analysis, incorporating extensive quotes and rich details to substantiate the identified themes (Creswell, 2012) These themes create a thematic network, represented as web-like maps that illustrate the key themes at three levels and their interconnections (Attride-Stirling, 2001) This approach highlights each main point followed by relevant direct quotations, ensuring a comprehensive understanding of the findings.
“highly inductive” since all the themes is generated from the data and “not imposed upon it by the researcher” (Dawson, 2009, p 119)
Figure 3.3Thematic network of the study
Following the data analysis, the researcher presented findings through a narrative discussion organized by subthemes and themes (Creswell, 2012) These descriptions incorporated fieldnotes from classroom observations and peer assessment documents, alongside direct quotations from qualitative questionnaires and interviews to capture participants' feelings and perspectives A freelance translator translated all notes and quotations into English, which were subsequently verified by the researcher To enhance clarity, direct quotations from qualitative questionnaires were coded as R1 for sheet 1, while interview responses were labeled as S1 for student 1 Additionally, observation notes were coded as N1, N2, N3, and N4 for notes 1 through 4 This stage culminated in a discussion of the findings, where the researcher interpreted the results based on personal reflections and compared them with findings from other studies reviewed in Chapter 2.
Quotes from students’ peer feedback F1F98
Quotes from qualitative questionnaire sheets