Exploring EFL Students’ Peer Evaluation Practices in Collaborative Projects: Patterns, Biases, and Pedagogical Implications

This study investigated how EFL students in a teacher education program engage in peer evaluation during collaborative group projects. Using a structured rubric across five dimensions—ideas, responsibility, feedback, cooperation, and participation—591 peer ratings were analyzed to reveal patterns in evaluative behavior. The results indicate a tendency toward leniency and uniform high scores, driven by sociocultural expectations of harmony and positive bias, including halo effects. Variability in scoring and limited qualitative justification suggest a need for improved assessment literacy and rubric interpretation. The discussion highlights the influence of cultural norms and the limitations of student evaluative skills, arguing that peer assessment should be supported by structured training and reflective practice. The study concludes that while peer evaluation holds promise for promoting critical thinking and accountability in TEFL settings, its educational value depends heavily on how it is integrated into pedagogy. Implications are drawn for curriculum design, instructional scaffolding, and the professional development of pre-service English teachers.