PRE-SERVICE LANGUAGE TEACHERS' REFLECTIONS ON PEER ASSESSMENT IN MICRO TEACHING SESSIONS OF A METHODOLOGY COURSE

A plethora of research has been conducted in the context of language education and language assessment. The peer assessment, a type of formative assessment, which helps us to take a glance at our own process by means of others, has begun to remark the English language teachers’ attention in recent years. Also, introvert language learners could enhance their learning much when exposed to the peer assessment process. This study aims to reveal the perceptions of pre-service English teachers on peer assessment. In this descriptive case study, the qualitative data was collected through questionnaires and interviews with 29 pre-service English language teachers taking Teaching Language Skills Course at Cukurova University in Turkey. The data was analysed by an inductive approach involving an open coding process. The findings embraced a wide range of themes related to the peer assessment such as objectivity in assessment and affective factors in this process. Lastly, this study has got some crucial implications for English language teachers, language learners as well as policymakers