This study attempts to investigate challenges faced by EFL high school teachers and students in implementing online peer assessment for oral presentation. Online peer assessment has been increasingly used in English classrooms as a method to reduce teachers' burden and promote students' language skills. Besides the tremendous benefits of online peer assessment for both teachers and students, it is inevitable that several difficulties may arise and hinder the effectiveness of online peer assessment. The participants of this study were 6 high school teachers and 193 students experiencing online peer assessment before. Adopting a mixed-method approach, this descriptive study employed questionnaires and semi-structured interviews as research instruments. For data analysis, the quantitative data were computed by SPSS software while the qualitative data were coded according to Nguyen's (2018) new application in the unfolding matrix. The findings show that high school teachers and students encountered a number of challenges in utilizing online peer assessment in oral presentation. Specifically, students' low individual accountability and substantial time and effort in assessment organization and management are regarded as the biggest challenges of teachers. In terms of students, lack of experience, language ability, and knowledge is their major obstacle. Although online peer assessment needs the support of technology, a few of the subjects in this study had technology-related difficulties. Based on those findings, pedagogical implications are made for improving the implementation of online peer assessment in oral presentation.
This study attempts to investigate challenges faced by EFL high school teachers and students in implementing online peer assessment for oral presentation. Online peer assessment has been increasingly used in English classrooms as a method to reduce teachers' burden and promote students' language skills. Besides the tremendous benefits of online peer assessment for both teachers and students, it is inevitable that several difficulties may arise and hinder the effectiveness of online peer assessment. The participants of this study were 6 high school teachers and 193 students experiencing online peer assessment before. Adopting a mixed-method approach, this descriptive study employed questionnaires and semi-structured interviews as research instruments. For data analysis, the quantitative data were computed by SPSS software while the qualitative data were coded according to Nguyen's (2018) new application in the unfolding matrix. The findings show that high school teachers and students encountered a number of challenges in utilizing online peer assessment in oral presentation. Specifically, students' low individual accountability and substantial time and effort in assessment organization and management are regarded as the biggest challenges of teachers. In terms of students, lack of experience, language ability, and knowledge is their major obstacle. Although online peer assessment needs the support of technology, a few of the subjects in this study had technology-related difficulties. Based on those findings, pedagogical implications are made for improving the implementation of online peer assessment in oral presentation.
Room 13 (Building G3, Room 103) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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