Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students

This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in group 18 undergraduate students. The aim was to determine whether there were any gains the spoken comprehensibility participants while having them reflect adjust their use suprasegmentals (thought groups, sentence stress, intonation). Data gathered from student logs, podcasts, questionnaire. Results unveiled exhibition self-regulated behaviours comprehensibility. highlights importance helping learners look critically reflectively at own oral production incorporating training within English as foreign language courses help communicate more effectively globalised context.