The Influence of Peer Assessment and the Use of Corpus for the Development of Speaking Skills in In-Service Teachers

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Published: May 3, 2016
DOI: https://doi.org/10.19183/how.23.1.142
Keywords:
Corpus, in-service teachers, peer assessment, spontaneous interactive speaking

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Mary Mily Gómez Sará
Universidad de La Sabana

Abstract

This article reports on how the use of peer-assessment and a corpus influence the development of the spontaneous interactive speaking of 14 adults with an A1 English level. The data, that were collected through video recordings, two peer-assessment forms, and a teacher’s journal, evidenced the development of three enhancement strategies (willingness to improve, use of compensatory strategies, and construction of a personalized version of the corpus) and two detrimental traits (underassessment and dependency on the corpus).The results of the inquiry evinced some limitations in the pedagogical intervention.

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How to Cite
Gómez Sará, M. M. (2016). The Influence of Peer Assessment and the Use of Corpus for the Development of Speaking Skills in In-Service Teachers. HOW, 23(1), 103–128. https://doi.org/10.19183/how.23.1.142
Issue
Vol. 23 No. 1: (April/September 2016)
Section
Reports on Pedagogical Experiences

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Author Biography

Mary Mily Gómez Sará, Universidad de La Sabana

Mary Mily Gómez Sará holds a Master in English language teaching with an emphasis on autonomous learning environments from Universidad de La Sabana (Colombia).
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