Progressive peer evaluation: Important but absent in EFL speaking classes

Bustami Usman, Asnawi Muslim, Ibrahim C.R. Champion, Iskandar Abdul Samad


Comprehensive teaching-learning about speaking evaluation, especially peer evaluation, is conspicuous by its absence in English Foreign Language (EFL) Speaking classes at all secondary and tertiary levels in Indonesia, especially in Aceh, This comparative research study looks at the various aspects used for evaluation and especially looks at peer evaluation in EFL speaking classes in Aceh. The paper describes twenty three (23) components recommended for evaluation of speaking communications: the seen, the spoken and the script (content) components. The results showed that teachers of EFL speaking are not using and are not even taught such detailed evaluation systems. Moreover the syllabi for speaking English at upper secondary level are severely lacking as are those used in tertiary courses. Educators need to learn from the Toastmasters International systems for evaluation and for making evaluation speeches, in particular the need to prioritise praise in evaluation with only a pointer or two on how to improve the next speech. This paper includes a simplified format for peer evaluations that students can easily be taught to use and also stresses the need for praise, not punishment, for successful evaluation. Teachers of Speaking English EFL, who practice the recommendations from this paper, should get much better results from their students.


progressive evaluations; components of speaking; peer evaluation

Full Text:



Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 16, 63-82.

Baxter, B. B. (1954). Speaking for the master. New York: MacMillan.

Burns, R. B. (2000). Introduction to research methods (4th ed.). French Forest: Longman.

Fayed, I. T. (2016). The influence of community language learning approach on improving the students' English speaking skills at the Arab American University-Jenin. (Master), An-Najah National University, Nablus, Palestine.

Leeds, D. (2003). Power speak: Engage, inspire, and stimulate your audience. Franklin Lakes, NJ: Career Press.

Lucas, S. E. (2009). The art of public speaking. New York: McGraw Hill.

Nelson, P., Pearson, J., & Titsworth, S. (2007). Public speaking, a guide for the engaged communicator. New York: McGraw Hill.

Outeiral, A. M. C. (2014). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. Bellaterra Journal of Teaching & Learning Language & Literature, 7(1), 52-77.

Oxford, R. (2001). Integrated skills in the esl/efl classroom. Retrieved from

Reynolds, K. M., Roberts, L. M., & Hauck, J. (2017). Exploring motivation: Integrating the ARCS model with instruction. Colorado: CU Scholar.

Slutsky, J., & Aun, M. (1996). The Toastmaster’s international guide to successful speaking. Chicago: Dearborn Trade Pub.

Toastmasters International. (2006). Advanced communication series – public relations. Mission Viejo, CA: Toastmasters.

Toastmasters International. (2007). Advanced communication series – speaking to inform. Mission Viejo, CA: Toastmasters.

Toastmasters International. (2008). Advanced communication series – facilitating discussion. Mission Viejo, CA: Toastmasters.

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

Urgilez, P. D. R. V. (2015). Task-based language learning: Using debates to enhance speaking abilities of intermediate high school students in the EFL classroom. (Master), University of Cuenca, Cuenca, Ecuador.

Walters, L. (2000). Secrets of superstar speakers. New York: McGraw Hill.

Wilder, L. (1999). 7 Steps to fearless speaking. New York: John Wiley.

Yunella, D. V. (2017). Student objectivity in peer assessment in an EFL speaking class, English Education Journal, 8(2), 164-176.


Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.

View Journal Stats