The impact of peer assessment on the attainment level of oral presentations skills

Abstract

The aim of contemporary language for specific purposes (LSP) is to prepare students for independent and competent performance in the globalised world of English as a lingua franca, with oral presentations as an indispensable element. Recognising that many students experience anxiety when faced with public speaking, teachers need to boost their self-confidence and improve their oral presentation skills, which can be achieved by promoting team-work and collaborative learning. The aim of this paper is to explore whether peer assessment of oral presentations influences the level of students’ attainment of oral presentation skills. The research was conducted at the Dag Hammarskjöld University College of International Relations and Diplomacy in Zagreb. The participants assessed their colleagues’ presentations at the beginning and the end of the semester by using rubrics. They appeared to have improved after receiving peer feedback, at least according to their peers’ comments and slightly higher rating on the rubric. Additionally, the analysis of the participants’ attitudes toward peer assessment complements the quantitative findings, demonstrating that participants recognise its importance and are able to self-reflect more efficiently on their own and their colleagues’ work.