Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class

Autor/inn/en	Wulandari, Ika; Purwati, Oikurema; Setiawan, Slamet; Anam, Syafi'ul
Titel	Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class
Quelle	In: Journal of English Teaching, 7 (2021) 1, S.67-79 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9628
Schlagwörter	Second Language Instruction; Second Language Learning; English (Second Language); Language Teachers; Preservice Teachers; Peer Evaluation; Undergraduate Students; Learning Processes; Teacher Attitudes; Beginning Teachers; Instructional Design; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Learning process; Lernprozess; Lehrerverhalten; Junior teacher; Junglehrer; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Indonesien
Abstract	There is convincing evidence of the potential advantages of peer assessment. Yet, earlier studies on peer assessment in the learning process have largely focused on students' views on it. Though much can be inferred from the students' views about peer assessment in the learning process, there is a limited empirical study on the practical use of peer assessment by teachers and their responses. This study attempts to offer salient information for educational institutions concerning the importance of peer assessment as a part of their instructional design for novice EFL teachers. This qualitative study aims to investigate Indonesian novice EFL teachers' perceptions of the use of peer assessment in a speaking class as well as its' benefits and challenges. Data was obtained from six Indonesian novice EFL teachers through a semi-structured interview. Findings revealed the two groups of teachers' different perceptions, benefits, and challenges of peer assessment which were affected by their understanding of peer assessment and undergraduate study experiences. Hence, educational institutions for pre-service EFL teachers should take peer assessment into account to be integrated into their instructional designs to enable them to experience and perceive peer assessment as a valuable alternative of language assessment. (As Provided).
Anmerkungen	Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01