Abstract:

Collaboration and peer work in foreign language classrooms are commonly recognized forms of improving learners‘ performance. Teachers can use peer collaboration at different stages of learning in many forms. Its correct implementation can promote learners’ foreign language competence without the necessity to be closely monitored in the learning process by their teacher. One of the frequently used forms of collaboration is peer feedback. It has been proven as a beneficial instrument in the EFL classroom but may not be used to its full extent in the current classrooms. Foreign language pronunciation, in particular, is challenging to self-evaluate by the learners. Therefore, learners can take a more active role and responsibility for the outcomes they and their peers achieve in developing this particular area of foreign language competence.

The study aims to present the results of a comparison of self-evaluation and peer evaluation of participants (foreign language students of English at a University) of a pronunciation course. The participants were divided into groups and recorded a semi-spontaneous speaking task. Each participant was asked to self-evaluate their own pronunciation and the pronunciation of all their partners in their group. The paper presents a qualitative analysis of the two types of evaluation and focuses on the extent and areas of assessing both forms of feedback. The data allow drawing tentative conclusions and provide recommendations for their application for pronunciation training.

Acknowledgement:
The paper presents partial research outcomes of the projects 7/TU/2021 Pronunciation mistakes of pre-service teachers of English.

Keywords:

Collaborative learning, peer feedback, pronunciation training, peer evaluation.