Student teachers’ engagement in Facebook-assisted peer assessment in an initial teacher education context: speaking 2.0

Abstract

Although peer assessment (PA) has been explored and implemented in higher education, little is known about how it is carried out through such a virtual platform as Facebook in an initial teacher education (ITE) context. To fill this practical void, this article showcases the brief portrait of Facebook-assisted PA in an English as a foreign language (EFL) classroom. This in-practice article shows how Facebook as an online platform serves as virtual engagement in PA among English student teachers in the EFL speaking classroom. This virtual engagement not only created an interactive virtual speaking classroom, but also it encouraged students to become critical reflective language learners.