The Role of Peer Feedback in Assessing Phonological Competence in High School Learners
Year: 2025
Type: conference-paper
Abstract: Phonological competence, an integral component of linguistic proficiency, refers to recognizing and producing sounds accurately within a language. For high school learners, assessing phonological competence can pose challenges as traditional teacher-centered assessments may not fully engage students or provide sufficient opportunities for active learning. Peer feedback, a collaborative assessment approach, offers an alternative that emphasizes student involvement, constructive criticism, and reflective learning. This paper explores the role of peer feedback in assessing phonological competence, its benefits, and challenges in high school settings. Drawing on relevant pedagogical theories and empirical studies, this article argues that peer feedback fosters autonomy, enhances phonological awareness, and improves learning outcomes.
Authors: Nurmatova Dildora Farhod qizi, Supervisor: Zakirova Madina
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930824440
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