Exploring Theoretical and Empirical Perspectives on EFL Speaking Instruction: Peer Assessment and Non-Scripted Role-Play Activities
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Abstract
Improving students’ speaking proficiency in English as a Foreign Language (EFL) contexts remains a central concern in language education, with numerous approaches discussed in the literature. Among these, peer assessment (PA) and non-scripted role-play (NSRP) activities have been identified as potentially effective strategies. This article reviews theoretical and empirical studies to examine how PA and NSRP may support the development of EFL learners’ oral performance. The integration of these pedagogical strategies is frequently associated with enhanced language acquisition, improved communicative competence, and increased learner engagement. The literature suggests that PA can promote critical thinking and self-regulation while fostering collaborative learning, and that NSRP activities offer opportunities for authentic language use. The discussion is grounded in constructivist learning theories, which emphasize the importance of social interaction in the learning process. Definitions and applications of PA and NSRP in EFL settings are explored, and their potential synergy is highlighted. A conceptual framework is proposed to assist educators in considering how these strategies might be implemented in practice. Finally, the review discusses common challenges such as bias, feedback quality, and learner motivation, along with possible ways to address them. The article concludes by suggesting that PA and NSRP hold promise for enhancing oral proficiency in EFL contexts and may warrant further attention in language education research and practice.
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