INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
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Student:
Umurova Mohinur
Scientific supervisor:
Burxanova Ma’mura Gulyamovna
USE OF SELF-ASSESSMENT AND PEER ASSESSMENT IN ESP CLASSROOMS
Annotation:
This research focuses on the role of self-assessment and peer assessment in English
for Specific Purposes (ESP) classrooms. The study aims to determine how these learner-centered
assessment methods influence students’ language development, responsibility, and motivation. It
investigates the practical implementation of such techniques in different ESP contexts, such as
business or medical English, and explores how they contribute to improving specific language
skills while fostering a deeper understanding of learning objectives and outcomes.
Keywords:
English for Specific Purposes (ESP), self-assessment, peer assessment, learner
autonomy, language proficiency, classroom assessment, student-centered learning, reflective
practice, formative assessment, skill development.
Annotatsiya:
Ushbu ilmiy ish kasbiy yo‘naltirilgan ingliz tili (ESP) darslarida o‘zini baholash
va o‘zaro baholash usullarining qo‘llanilishi va samaradorligini o‘rganadi. Tadqiqotda
talabalarning baholash jarayonida faol ishtiroki ularning til ko‘nikmalari, mustaqil fikrlash
qobiliyati va o‘z-o‘zini rivojlantirishga bo‘lgan rag‘batini oshirishi tahlil qilinadi. Shuningdek,
ushbu baholash usullarining biznes, tibbiyot va texnik ingliz tili kabi turli ESP kontekstlarida
qanday tatbiq etilishi hamda ularning afzalliklari amaliy misollar orqali ko‘rib chiqiladi.
Kalit so'zlar:
Maxsus maqsadlar uchun ingliz tili (ESP), o'z-o'zini baholash, tengdoshlarni
baholash, o'quvchilarning mustaqilligi, tilni bilish, sinfni baholash, o'quvchiga yo'naltirilgan
ta'lim, reflektiv amaliyot, formativ baholash, ko'nikmalarni rivojlantirish.
Аннотация:
Данное исследование посвящено изучению роли самооценки и взаимной
оценки в обучении английскому языку для специальных целей (ESP). Цель работы —
определить, как участие студентов в процессе оценки влияет на развитие их языковых
навыков, самостоятельности и мотивации к обучению. В исследовании рассматриваются
особенности применения этих методов в различных ESP-контекстах (например, в деловом,
медицинском и техническом английском), а также анализируются их преимущества на
практике.
Ключевые слова:
Английский для специальных целей (ESP), самооценка, оценка коллег,
автономия учащихся, уровень владения языком, оценка в классе, обучение,
ориентированное на учащихся, рефлексивная практика, формирующее оценивание,
развитие навыков.
INTRODUCTION
In recent years, the emphasis on learner-centered approaches in English for Specific
Purposes (ESP) instruction has increased significantly. As ESP learners often prepare for specific
professional or academic fields, they are expected to take an active role in their learning process.
Among the most effective strategies for promoting learner autonomy are self-assessment and
peer assessment. These methods not only encourage students to reflect on their own language
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
511
development but also build critical thinking and evaluative skills that are essential in real-world
contexts. As such, understanding the application and effectiveness of self- and peer assessment
within ESP classrooms is crucial for teachers seeking to enhance learner outcomes. This paper
aims to explore how these assessment types function in ESP contexts and what benefits and
challenges they bring for both learners and instructors.
Self-assessment and peer assessment have gained attention in the field of language
education, particularly in ESP, due to their potential to foster learner autonomy and engagement.
According to Oscarson, self-assessment is “the involvement of learners in making judgments
about their own learning achievements and outcomes”.1 In the context of ESP, this form of
assessment allows learners to evaluate their performance in relation to specific professional or
academic language needs.
Peer assessment, meanwhile, involves students assessing each other’s work using clear
criteria, which promotes cooperative learning and deeper understanding.2 These methods align
well with the goals of ESP, which emphasize not only language accuracy but also the ability to
use English effectively in real-life tasks such as presentations, report writing, or technical
discussions.
Several studies highlight the benefits of self- and peer assessment in ESP settings.
Andrade and Du (2007) found that students who engaged in regular self-assessment improved in
both language performance and self-confidence.3 Moreover, when ESP learners are trained to
assess their peers constructively, they begin to internalize assessment criteria, which sharpens
their awareness of language quality and task appropriateness.4 In professional English contexts
such as Business English, this kind of reflective engagement helps students recognize nuances in
tone, register, and formality — essential components of effective communication.
Despite these advantages, researchers also point out limitations. Some students may lack
the metacognitive skills required to assess themselves or others accurately.5 In cultures where
hierarchical teacher-student relationships dominate, learners might resist peer feedback or doubt
its reliability. Brown and Harris (2014) stress that without clear rubrics, guidance, and training,
peer assessment can result in superficial or biased judgments.6
However, in well-structured ESP classrooms, these challenges can be mitigated. For
example, incorporating training sessions on how to use rubrics and conduct objective
assessments has been shown to improve the validity of peer evaluations.7 Moreover, digital tools
1
Oscarson, A. D. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6(1), 1 p.
2
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249 p.
3
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32(2),
159 p.
4
Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks.
Review of Educational Research, 70(3), 287 p.
5
Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399 p.
6
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice. Assessment in Education: Principles, Policy &
Practice, 21(3), 347 p.
7
Liu, N.-F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279 p.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
512
and online platforms now allow anonymous peer review, reducing discomfort and bias.
Especially in courses like Medical English or Legal English, simulations and role-plays followed
by peer feedback have demonstrated a positive impact on performance.8
In the modern ESP classroom, assessment is not merely about testing knowledge but
about creating an environment where learners are constantly reflecting and adapting. As Tsagari
and Vogt (2017) suggest, “alternative assessment methods, including self and peer assessment,
are essential to preparing ESP learners for real-life communication demands”.9 These
approaches support the development of soft skills such as critical thinking, collaboration, and
self-management—skills that are just as vital as linguistic competence.
In sum, the literature suggests that while challenges remain, self- and peer assessment—
when implemented thoughtfully—can significantly enrich the learning process in ESP
environments. They empower learners, deepen understanding, and align assessment with
authentic language use, which is the core aim of ESP instruction.
The integration of self-assessment and peer assessment in ESP classrooms represents a
shift toward more learner-centered, reflective, and effective language teaching. While there are
undeniable challenges in implementation, especially regarding training and cultural attitudes, the
benefits often outweigh the difficulties. These assessment strategies encourage active
participation, responsibility, and real-world skill development among learners. For teachers,
adopting these practices means moving beyond traditional testing and embracing a more
formative, holistic view of language learning that better prepares students for the demands of
their future careers.
REFERENCES:
1. Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment.
Assessment & Evaluation in Higher Education, 32(2), 159 p.
2. Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment
& Evaluation in Higher Education, 31(4), 399 p.
3. Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice.
Assessment in Education: Principles, Policy & Practice, 21(3), 347 p.
4. Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-
analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287 p.
5. Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific
Purposes, 21(4), 385 p.
6. Liu, N.-F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment.
Teaching in Higher Education, 11(3), 279 p.
8
Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(4), 385 p.
9
Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects.
Language Testing and Assessment, 6(1), 41 p.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
513
7. Oscarson, A. D. (1989). Self-assessment of language proficiency: Rationale and applications.
Language Testing, 6(1), 1 p.
8. Topping, K. (1998). Peer assessment between students in colleges and universities. Review
of Educational Research, 68(3), 249 p.
9. Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around
Europe: Research, challenges and future prospects. Language Testing and Assessment, 6(1),
41 p.
