Teachers’ Conceptions of Using Peer Assessment of Oral Language Skills A Qualitative Study from a Swedish EFL Perspective

Abstract

Although the amount of research on peer assessment has increased over the last three decades, peer assessment of oral language skills, and teachers’ conceptions of using it is still underexplored. Furthermore, there is a lack of research in the Swedish context, despite it being a part of the Swedish syllabus for English. Consequently, this study investigates teachers’ conceptions of using peer assessment of oral language skills in a Swedish EFL context regarding their objectives, advantages and challenges as well as what teachers need to bear in mind when implementing this activity. Altogether, five interviews were conducted with upper secondary teachers of English. The results indicate that teachers’ objectives with using peer assessment of oral language skills are to activate and positively reinforce students as well as facilitate students’ understanding of assessment criteria and learning. Also, the results shed light on certain advantages of incorporating this learning approach such as facilitation of direct feedback, students’ understanding and uptake, as well as teachers work, grading, and assessment. A few challenges were also identified namely that peer assessment is time-consuming, that it can be difficult to make students understand the purpose of the activity as well as to develop their ability to provide qualitative response. Finally, the study reveals some necessary requirements and pedagogical implications for peer assessment to become a beneficial learning activity i.e., a clear and thought-out structure of response, a functional classroom climate, and solid preparation and training. Another pedagogical implication identified is that teachers need more time to be able to incorporate peer assessment of oral languages skills as efficiently and ethically as possible.