Innovation in Language Learning

The target goal of the current paper is to thoroughly analyze and introduce the key principles of peer assessment in ESP course in the light of communicative language instruction. Peer assessment is one of the tools of formative assessment and in ESP instruction it can be implemented in the following ways: teacher-learner, group to group, learner to group and group to learner. Thanks to peer assessment students learn the strengths and weaknesses of their work, mistakes, and if necessary, receive additional tasks and assignments to fill in the gaps. It is important that the classmate, course mate or even colleague (in various occupational ESP contexts), provides feedback that promotes the learner’s progress. It will help the ESP learner to evaluate his learning process, and set new outcomes for him in the ESP course. It is also essential that the student conducting peer review be objective when evaluating the work of his classmates. Along with other measures, peer assessment contributes to the improvement of the quality of professional language education and requires personal responsibility, reflection on one’s own learning, the validity of the observations made, and, as a result, self-evaluation. Thus, when conducting peer assessment, a collaborative classroom environment should be provided and appropriate qualities and learning/teaching attitudes should be formed in the learners. Before conducting peer assessment, the teacher must select a task and provide a grading scale for that task with criteria. The ESP course will be more successful if the standards for task evaluation are developed together with the learners via co-construction strategy.

Keywords: ESP, peer assessment, reflection, validity, progress.

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