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Some Aspects Of Student Engagement In Formative In-Class Peer Review

The paper deals with some aspects of postgraduate students’ perceptions of formative in-class oral peer review of presentations or participation in other speaking activities in language modules. The research specifically addresses the development of language, presentation, professional/academic communication, and research skills during peer review exercises in small groups and analyses the feedback of students over the period of two academic years showing the development of their perceptions during their postgraduate studies. The findings confirm the results of previous research in peer review and expand our knowledge with regards to the use of in-class oral peer feedback in language training with the aim of developing academic speaking skills, critical thinking and argumentation, teamwork and some elements of the community of practice. The paper also considers challenges which students experienced in relation to inclass peer review especially at the beginning of the academic year and explores whether students perceive this approach useful for the development of their language and research skills while comparing those attitudes at the beginning and at the end of modules. The paper argues that this approach contributes to more effective engagement of students in teaching and learning and can be easily transferred to online training which is crucial in the current circumstances of coronavirus pandemic. 2357-1330 © 2020 Published by European Publisher.