This research focuses on the acquisition and the evolution of self-efficacy of second foreign language (SFL) learning. With the participatory observation and semi-structured interview method, we conduct a deep-going analysis on three students and aim to explore the effects of use of peer assessment on the improvement of self-efficacy in SFL learning. The results indicate that: (1) In view of the characteristics at different stages of SFL learning, peer assessment may have different impacts on SFL learning. (2) Teacher’s interference is essential for the steady improvement of students' self-efficacy. (3) Peer assessment can elevate observably the self-efficacy of students with lower proficiency. This study enriches the research on French teaching strategies as SFL and provides empirical reference and experience for the reform and innovation of French teaching as SFL.

SFL;Self-efficacy of learning;Peer assessment

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DOI： https://doi.org/10.62639/sspjiess01.20250203

Published： 2025