ERIC Number: EJ1455639
Record Type: Journal
Publication Date: 2025-Jan
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1362-1688
EISSN: EISSN-1477-0954
Peer Assessment in EFL Teacher Preparation: A Longitudinal Study of Student Perception
Jeongsoon Joh; Lia Plakans
Language Teaching Research, v29 n1 p338-362 2025
Peer assessment has been found to have many advantages in learning particularly when viewing it through a socio-cultural lens. This study explored peer assessment across language teacher education coursework, following 15 teacher candidates through three semesters of TEFL coursework. This longitudinal approach is rare with peer assessment research. Surveys and interviews were collected to understand the students' perception of peer assessment, including how it contributed to their learning and its summative use. Results indicated that repeatedly practicing peer assessment in coursework led to increased positive perception about its usefulness in learning and enhanced trust in peers as qualified assessors, but with a complex interaction of various factors in students' perception, such as perceived task difficulty, interpersonal relationships, mode of feedback, etc. The participants' hesitant attitudes about summative use of peer assessment (PA) was interpreted as largely based on their socio-culturally shaped perspectives of authority and academic achievement. Implications for using peer assessment in language teacher education are offered.
Descriptors: Peer Evaluation, English (Second Language), Second Language Instruction, Language Teachers, Student Attitudes, Preservice Teachers, Preservice Teacher Education, Value Judgment, Context Effect, Cultural Influences, Summative Evaluation, Foreign Countries, Attitude Change
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea (Seoul)
Grant or Contract Numbers: N/A