Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes
Year: 2024
Type: article
Study design: Observational Study
Abstract: The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students’ perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (n = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the Leaderful Classroom Practices framework. Furthermore, students’ ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students’ autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (n = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings.
Authors: Kushal Kireeti, Soyhan Egitim, Blair John Thomson
Institutions: Dokkyo University, Toyo University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,489
OpenAlex ID: W4403380784