Peer-assessment to improve speaking in fourth graders: an action research study Evaluación entre pares para mejorar el habla en alumnos de cuarto grado: un estudio de investigación-acción
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This action research analyzed the impact of peer assessment on the development of oral skills in English in a private school in Guayaquil, Ecuador. 40 students with level A1 in English participated. A mixed approach was adopted, combining quantitative and qualitative methods. For the quantitative part, a pretest and a posttest were used, evaluated using a rubric that considered criteria such as intelligibility, rhythm and expression, intonation, grammar and content. The results showed a significant increase in oral performance, with an effect size of 2.3. In the qualitative dimension, students' perceptions were explored through a survey that included a Likert-type section and open questions. The findings revealed that the peer evaluation strategy contributed to the improvement in oral activities, and students expressed interest in continuing to apply this methodology. This approach represents a viable alternative for teachers of English as a foreign language programs who seek to incorporate collaborative assessment in their classrooms, both in private and public institutions.
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.