Assessment of speaking skills in English as a Second Language (ESL) contexts has traditionally relied on teacher-led evaluation, often positioning learners as passive recipients of grades and feedback. Such practices may limit opportunities for reflection, learner autonomy, and collaborative engagement. In response, assessment-for-learning approaches increasingly emphasize learner involvement through self-assessment and peer-to-peer assessment. However, there remains limited empirical and conceptual clarity on how these two forms of assessment can be effectively balanced within ESL speaking tests and how this balance influences learners’ reflective autonomy and collaborative learning.

This study explores the integration of peer-to-peer assessment and self-assessment in ESL speaking tests, focusing on their combined role in fostering reflective autonomy and collaborative learning among learners. The central research question guiding the study is: How does balancing peer-to-peer assessment and self-assessment in ESL speaking tests influence learners’ reflective autonomy and collaborative learning? To address this question, the study examines learners’ engagement with and perceptions of both assessment practices, as well as the learning processes that emerge when they are implemented together.

The study is theoretically grounded in three complementary perspectives. Learner autonomy theory (Holec, 1981; Little, 1991) frames self-assessment as a reflective practice that enables learners to take responsibility for monitoring and regulating their speaking performance. Social constructivist theory (Vygotsky, 1978) conceptualizes peer-to-peer assessment as a socially mediated activity through which learners co-construct understanding, negotiate meaning, and support each other’s development. In addition, formative assessment theory (Black & Wiliam, 1998) positions both peer and self-assessment as assessment-for-learning strategies that actively involve learners in evaluating and improving their performance rather than merely measuring achievement.

Drawing on these theoretical foundations, the study conceptualizes ESL speaking tests as learning-oriented assessment spaces in which reflection and collaboration are integral. By balancing self-assessment and peer-to-peer assessment, learners are encouraged to engage in individual reflection while also participating in dialogic feedback processes with peers. This dual focus is expected to enhance reflective autonomy and promote collaborative learning practices.

The study aims to contribute to research on language assessment by clarifying the pedagogical value of combining peer and self-assessment in ESL speaking tests. It also offers practical implications for educators seeking to design speaking assessments that support learner autonomy, reflection, and collaboration within formative assessment frameworks.

This study adopts a qualitative-dominant mixed-methods design to explore how balancing peer-to-peer assessment and self-assessment in ESL speaking tests influences learners’ reflective autonomy and collaborative learning. This approach allows for an in-depth examination of learners’ experiences and perceptions while also capturing patterns of engagement across assessment practices. The study is conducted in an upper secondary ESL educational context, involving learners who participate in structured speaking tests integrated with peer-to-peer and self-assessment components. Speaking tasks are designed to reflect authentic communicative activities, such as short presentations and dialogic interactions, and are accompanied by clear assessment criteria shared with learners in advance. Data collection involves multiple research instruments to ensure methodological triangulation. First, self-assessment checklists and reflective journals are used to capture learners’ reflections on their speaking performance, perceived strengths and weaknesses, and learning progress. These instruments are aligned with speaking assessment criteria and encourage metacognitive reflection. Second, peer-to-peer assessment forms are employed during speaking tests, allowing learners to provide structured feedback to their peers. The peer feedback focuses on communicative effectiveness, fluency, and interaction, supporting collaborative learning processes. In addition, semi-structured interviews or focus group discussions are conducted with selected participants to explore learners’ perceptions of peer and self-assessment practices, including perceived benefits, challenges, and their impact on autonomy and collaboration. To complement self-reported data, classroom observations are carried out during speaking assessments to examine interaction patterns, feedback exchanges, and learner engagement. Quantitative data from self- and peer-assessment ratings are analyzed descriptively to identify trends and consistency between assessment types. Qualitative data from reflections, interviews, and observations are analyzed thematically, guided by constructs from learner autonomy theory, social constructivism, and formative assessment theory. Ethical considerations include informed consent, anonymity, and voluntary participation. By combining multiple data sources and methods, the study aims to provide a comprehensive understanding of how peer-to-peer and self-assessment function together within ESL speaking tests as formative assessment practices.

This study is expected to demonstrate that a balanced integration of peer-to-peer assessment and self-assessment in ESL speaking tests can meaningfully support both reflective learner autonomy and collaborative learning. By actively involving learners in assessment processes, speaking tests are anticipated to shift from purely evaluative events to learning-oriented experiences. One expected outcome is that self-assessment practices will enhance learners’ reflective autonomy by encouraging them to critically evaluate their speaking performance, recognize strengths and weaknesses, and set personal learning goals. Learners are likely to develop greater awareness of assessment criteria and increased responsibility for their own learning, contributing to improved self-regulation in speaking tasks. In addition, peer-to-peer assessment is expected to foster collaborative learning by promoting interaction, dialogue, and shared reflection among learners. Through providing and receiving feedback, learners may become more engaged in co-constructing understanding of effective speaking performance, supporting mutual learning and the development of communicative competence. Peer feedback is also anticipated to reduce anxiety associated with speaking tests by creating a more supportive and participatory assessment environment. When combined, peer and self-assessment are expected to complement each other by balancing individual reflection with social interaction. This balance may lead to more consistent and meaningful feedback, as learners triangulate their own judgments with those of their peers. The study also anticipates identifying challenges related to reliability, learner confidence, and assessment literacy, highlighting the importance of clear criteria, scaffolding, and teacher guidance. Overall, the findings are expected to contribute to research on formative assessment and language education by offering insights into how assessment practices can be designed to support autonomy and collaboration in ESL speaking contexts. The study aims to provide practical implications for educators seeking to implement learner-centered and reflective assessment approaches in speaking tests.

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