Integration of Peer Assessment and Shadowing Strategies for Improving the Oral Performance of EFL Learners

Abstract

This study integrated the peer assessment and shadowing strategies in an English course. English is a mandatory subject throughout the education system in Taiwan. In this study, the average age of the participants was 17. For the experimental group, the teachers provided native-like English audio input from the Internet. The students linked to and listened to the audio content. They then made their own recordings and uploaded them to the cloud drive so that their peers could listen to them and evaluate their speaking performance based on the rubrics the teacher provided. For the control group, the same process was followed as with the experimental group but the students did not access the audio materials for shadowing. After four weeks, we compared the speaking performance of the two groups and found that the students in the experimental group outperformed those in the control group.