Peer-assessment: Sri Lankan English as a Second Language Teachers’ Perception

Peer-assessment offers various benefits. There is empirical evidence that peer-assessment enhances learner performance, develops cognitive and meta-cognitive skills, professional skills, personal and intellectual skills and social competencies. Also, previous studies on affective factors of peer-assessment suggest that peer-assessment reduces learner anxiety and stress and enhances confidence and motivation. In spite of these benefits, peer-assessment is not common in educational settings. Teachers, the key stakeholders of education, also tend to hold reservation regarding peer-assessment. Therefore, the present study was conducted using six English as a Second Language (ESL) teachers teaching in a compulsory English course in a state university in Sri Lanka to explore their perception regarding peer-assessment in ESL writing class. Qualitative data obtained through one-on-one interviews and focus group interviews were analyzed using content analysis method. Surprisingly, the results of the present study revealed that the participants believed that peer-assessment helps learners develop their cognitive and metacognitive skills, personal and intellectual skills, and some professional skills and saves teachers’ time. Also, they believed that peer-assessment motivates learners. However, they identified limited English language proficiency and friendship as some key challenges to effectively implement peer-assessment in the language classroom. Group based peer-assessment and active teacher participation as a facilitator in the peer-assessment process were proposed as solutions to overcome these challenges and to ensure a successful implementation of peer-assessment in the ESL classroom. Taken together, the findings of the present study provide strong empirical support for the use of learner-centred peer-assessment in the ESL writing class and other similar contexts.