Promoting Peer Assessment ’Learner to Learner’ Feedback in a Multilingual High School English First Additional Language Setting

Feedback, further known as assessment in this research, is critical to learners’ growth and learning. This study grounded verbal written peer experiences acquired throughout evaluation a multilingual context. aims determine the problems of Grade 11 EFAL learners with how develop practices setting at high school level. There were 27 class. Designated three gave demonstrations on various matters premised requisite literature set book graded by their classmates. The perspectives who assigned work groups elicited requesting them respond open ended questions writing after classmates’ presentations. According findings, some assessments can be subjective depending bond between assessor assessed. had natural feeling inadequacy assessments. When giving feedback setting, it becomes important give language they are most comfortable with. Similarly, helping students relate new information from peers knowledge that already have helps understand organise meaningful ways.