Enhancing Learning Through Peer Assessment in Multilingual English-Medium Instruction: A Study at SEEU in North Macedonia

This study investigates the effectiveness of peer assessment as a formative learning strategy in multilingual English-Medium Instruction (EMI) higher education. Although peer assessment is widely associated with enhanced learner engagement, self-regulation, and feedback literacy, its implementation in linguistically diverse EMI settings remains insufficiently explored. Addressing this gap, the study examines students’ perceptions of peer assessment, the degree of alignment between peer and instructor evaluations, and students’ reflective experiences in a multilingual university context. A mixed-methods design was employed with 60 undergraduate students enrolled in EMI courses at South East European University in North Macedonia. Quantitative data were collected through a structured questionnaire and peer-assessment rubric, while qualitative data were obtained from reflective interviews with 37 students. Quantitative data were analyzed using descriptive statistics, Pearson correlation analysis, and paired-samples t-tests, whereas qualitative responses were examined through thematic analysis. The findings reveal generally positive student perceptions of peer assessment, particularly regarding self-reflection, critical thinking, collaboration, and confidence in evaluating academic work. Significant positive correlations among key dimensions of feedback literacy suggest that peer assessment supports interconnected cognitive and metacognitive learning processes. Although a statistically significant difference emerged between peer and instructor scores, overall agreement was moderate, with students tending to assign slightly lower marks than instructors. Qualitative findings further indicate that peer assessment enhanced students’ understanding of assessment criteria and learning processes while also exposing challenges related to language proficiency, emotional discomfort, and concerns about feedback accuracy. The study demonstrates that peer assessment can be an effective pedagogical approach in multilingual EMI classrooms when supported by clear assessment criteria, structured guidance, and feedback training. These findings contribute to research on feedback literacy, formative assessment, and multilingual learning in higher education.