Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students

Abstract

This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.

Situation actuelle de l'évaluation de l'anglais comme langue étrangère en Colombie

“…These benefits include the opportunity to receive and provide input on their performance, which can facilitate the observation of their own progress and foster a sense of achievement and self-confidence. However, when there is no previous training in the use of this tool and the roles of the tutors and peers are not clearly delineated, students may perceive the interaction as either inaccurate or invaluable (Cadena & Álvarez, 2021;Espitia & Cruz, 2013).…”

Analyzing Factors Affecting the Effectiveness of Peer Assessment in EFL Teaching

“…With the right explanation, teacher involvement in peer evaluation could allay worries about the caliber of peer feedback and promote its utilization. Such assistance is also highlighted in a study in Colombia, (Cadena-Aguilar & Álvarez-Ayure, 2021), that teachers are supposed to provide better understanding when students face difficulties in performing peer assessment. In short, in order to undertake effective peer evaluation in EFL situations, pairing techniques should be taken into account, as well as providing the necessary assistance.…”

“…She claims that teachers in EFL settings do not always provide constructive remedies for potential peer feedback difficulties, which could discourage the use of peer assessment. Not only in Asia, students in other EFL settings, such as Africa and South America, also reveal low ability to perform peer assessment either caused by a strong teacher-centered applied or students' low English ability (Msiza et al, 2020;Sosibo, 2019) and requires teacher support to optimize the implementation of peer assessment (Cadena-Aguilar & Álvarez-Ayure, 2021;Sará, 2016).…”