BRIDGING LANGUAGE AND CULTURE THROUGH SELF- AND PEER ASSESSMENT IN EFL SPEAKING
https://doi.org/10.5281/zenodo.19648984
Kalit so‘zlar
Self-assessment, peer assessment, EFL speaking, intercultural competence, language learning, learner autonomy, collaborative learningAnnotasiya
This article explores the integration of self- and peer assessment in English as a Foreign Language (EFL) speaking classrooms and their impact on bridging language learning with cultural understanding. Self-assessment encourages learners to reflect on their performance, identify strengths and weaknesses, and develop autonomous learning habits. Peer assessment promotes collaborative learning, intercultural awareness, and communicative competence. Combining these assessment strategies with culturally authentic speaking activities enhances learner engagement, fluency, and pragmatic understanding. The article also examines challenges, including assessment reliability, learner confidence, and effective implementation strategies.
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