Students’ Perceptions of Peer Assessment in English for Ocupational Purpose Speaking Classes

Abstract

This study investigates students' perceptions of peer assessment in English for Occupational Purpose (EOP) speaking classes, adopting Vygotsky's (1962) social constructivist theory as the analytical framework. Data were collected through a survey of 108 students and in-depth interviews with five students. The results show that the majority of students have a positive attitude towards peer assessment and perceive it as beneficial for improving English speaking skills. However, students encounter several difficulties in peer assessment, particularly in understanding and applying the assessment criteria. Based on these findings, the study proposes several recommendations to improve the effectiveness of peer assessment in EOP speaking classes in higher education contexts.