This ongoing research explores the integration of peer-to-peer and self-assessment in ESL speaking tests, focusing on their impact on students’ collaborative learning, reflective autonomy, and communicative competence. The study investigates how balancing these two assessment strategies can foster active engagement, critical thinking, and self-regulated learning in secondary school students. Conducted at Nazarbayev Intellectual School of Chemistry and Biology in Shymkent, Kazakhstan, this research contributes to broader discussions on student-centered assessment practices in European and international educational contexts.

Traditional speaking tests in Kazakhstani secondary schools are predominantly teacher-led, with minimal opportunities for students to self-reflect or engage in peer feedback. This teacher-centered model limits learners' metacognitive development and places a significant burden on educators, who must assess students individually while managing the rest of the class. To address these challenges, this study explores the implementation of peer and self-assessment strategies to increase learner agency, enhance engagement, and improve the quality of feedback in ESL speaking tests.

Grounded in Vygotsky’s (1978) Zone of Proximal Development (ZPD) and Zimmerman’s (2002) Self-Regulated Learning model, this research examines how collaborative learning and self-reflection influence language acquisition. Peer assessment fosters evaluative judgment, communication skills, and teamwork, while self-assessment promotes critical thinking, metacognitive awareness, and self-directed learning (Liao, 2023; Imani, 2022; Kumar et al., 2023). The study also aligns with Griffin & Care’s (2015) framework on the assessment and teaching of 21st-century skills, particularly in the areas of collaborative problem-solving and learning in digital networks. Their work underscores the necessity of designing assessment tasks that mirror real-world communication and cooperation, which is central to ESL speaking assessment reform.

This study addresses the following research questions:

1. How does integrating peer-to-peer assessment in ESL speaking tests enhance collaborative learning and communicative competence in secondary school students?

2. In what ways does self-assessment in ESL speaking tests foster students' reflective autonomy and metacognitive awareness?

3. What are the pedagogical opportunities and challenges of balancing peer and self-assessment in ESL speaking assessments within a structured secondary school curriculum?

To explore these questions, a qualitative research approach was employed, involving 96 Grade 8 students across three ESL classrooms. Participants voluntarily engaged in the study, adhering to ethical research protocols such as informed consent, confidentiality, and data protection. Data collection included peer feedback reports, self-reflection journals, and teacher observations, providing a comprehensive analysis of how these assessment strategies contribute to students' language development and autonomy.

The findings of this study will provide ESL educators with practical insights into alternative assessment models that support student-centered learning. Integrating peer and self-assessment can reduce the burden on teachers, foster a collaborative learning environment, and empower students to take ownership of their learning. School administrators may also use the findings to rethink speaking test structures, ensuring alignment with 21st-century pedagogical practices that emphasize collaboration, self-regulation, and digital literacy.

This research contributes to European and global discussions on innovative assessment methodologies, particularly in relation to the assessment of 21st-century skills (Griffin & Care, 2015). By aligning ESL speaking tests with formative, reflective, and collaborative assessment models, this study aims to inform curriculum design and policy development, promoting inclusive, interactive, and autonomous language learning environments.

Methodology This study employs a mixed-method approach, integrating qualitative and quantitative methods to assess the effectiveness of peer-to-peer and self-assessment in ESL speaking tests. The goal is to examine how these strategies influence reflective autonomy, evaluative judgment, and speaking proficiency. The research was conducted at Nazarbayev Intellectual School of Chemistry and Biology in Shymkent, Kazakhstan, involving 96 Grade 8 students from three ESL classrooms. Students participated in peer feedback and self-assessment activities, following structured evaluation frameworks. Ethical research protocols, including informed consent, confidentiality, and voluntary participation, were strictly adhered to. Research Instruments Peer-to-Peer Assessment Peer Feedback Reports: Students rated their peers' fluency, accuracy, vocabulary, and intonation on a five-point Likert scale (1–5). The mean rating for peer feedback effectiveness was 4.2 (SD = 0.65). Teacher Observations: 78% of students actively engaged in peer discussions, while 22% were passive participants. Scenario-Based Speaking Tasks: 85% of students improved by at least one level, with 35% advancing by two or more levels. Self-Assessment via Recorded Speaking Tests Self-Reflection Journals: Students listened to their recordings and completed a structured worksheet identifying strengths and areas for improvement. 63% demonstrated high engagement, while 9% showed minimal reflection. Self-Assessment Rating Framework: Evaluated five dimensions (participation, perspective-taking, task regulation, personal reflection, and knowledge building) using a six-level scale (A–F). Dimension Mean Score Engagement Level Participation 3.88 High Perspective-Taking 3.65 Moderate to High Task Regulation 3.79 High Personal Reflection 3.55 Moderate Knowledge Building 3.72 High These findings suggest that self-assessment enhanced self-awareness, goal-setting, and motivation. Data Analysis and Findings A qualitative thematic analysis was applied to peer feedback reports and self-reflection journals, identifying patterns in self-regulation, feedback effectiveness, and communicative competence. SPSS (Version 28.0) was used for quantitative analysis to measure improvements in speaking performance. Mann-Whitney U test results: Self-assessment engagement correlated with higher speaking scores (U = 521.8, p = 0.024). Paired t-test results: Peer Assessment: Pre-test 58.88, Post-test 75.50 (t = -11.93, p < 0.0001). Self-Assessment: Pre-test 60.12, Post-test 78.90 (t = -13.22, p < 0.0001). Effect Size (Cohen’s d): Peer 1.23 (Large Effect), Self 1.38 (Very Large Effect). While both methods significantly improved speaking proficiency, self-assessment had a slightly stronger impact. A blended approach is recommended for optimal ESL speaking development.

Conclusions and Findings This study highlights the effectiveness of peer-to-peer and self-assessment in ESL speaking tests, demonstrating their impact on reflective autonomy, collaborative learning, and communicative competence. Both methods significantly improved students' speaking skills, with self-assessment showing a slightly stronger effect on overall performance. Key Findings Peer-to-Peer Assessment Encouraged collaborative learning and structured feedback. 78% of students actively engaged in peer discussions, while 85% improved their speaking level, with 35% advancing by two or more levels. Mean effectiveness rating: 4.2 (SD = 0.65). Self-Assessment via Recorded Speaking Tests Fostered self-regulation, critical thinking, and metacognitive awareness. 63% of students showed high engagement, while 28% demonstrated moderate reflection. Self-assessment ratings: Participation (3.88), Task Regulation (3.79), Knowledge Building (3.72). Statistical Findings Peer Assessment Group: Pre-test 58.88, Post-test 75.50 (t = -11.93, p < 0.0001, d = 1.23). Self-Assessment Group: Pre-test 60.12, Post-test 78.90 (t = -13.22, p < 0.0001, d = 1.38). Both strategies enhanced speaking proficiency, with self-assessment fostering autonomy and peer assessment strengthening evaluative judgment. Limitations and Future Research This study has three key limitations: Limited Sample Size – Conducted in one school with 96 students, affecting generalizability. Short-Term Impact – Focused on immediate improvements, not long-term retention. Potential Bias in Self-Assessment – Students may overestimate or underestimate performance. Future research should explore larger samples, long-term impact, and hybrid assessment models for a more balanced approach.

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