Using Peer Evaluation as a Tool in English Language Learning in Malaysian Classroom

Language learning, particularly in diverse ESL (English as a Second Language) classrooms, presents unique challenges, including the effective provision of feedback within large class sizes. This research paper investigates the application of peer evaluation as a pedagogical tool in enhancing English language learning outcomes. The study addresses two main objectives: evaluating perceptions of peer evaluation’s effectiveness and identifying challenges faced by students and teachers during its implementation. A quantitative approach, utilizing cross-sectional surveys, was employed to gather data from students and teachers in Malaysian classrooms. The survey assessed attitudes towards peer evaluation, its perceived benefits, and the challenges encountered. Key findings revealed that both students and teachers generally perceive peer evaluation positively, recognizing its potential in improving language skills, fostering critical thinking, and promoting self-reflection. However, significant challenges were identified, including time constraints, unclear evaluation criteria, concerns about fairness and subjectivity, and issues related to the quality of feedback. The analysis highlighted that time limitations and the need for clear guidelines were major barriers, impacting the effectiveness of peer evaluation. The study concludes that while peer evaluation offers substantial benefits, such as enhancing language proficiency and encouraging a supportive learning environment, its successful implementation requires addressing identified challenges. Recommendations include establishing clear evaluation criteria, fostering a culture of constructive feedback, providing training, and mitigating potential biases. Implementing these strategies can optimize the peer evaluation process, making it a valuable tool for language learning and contributing to the development of students’ linguistic and critical thinking skills.