This thesis demonstrates the process of a classroom-based research which aimed to examine two different procedures of developing students’ ability to produce sustained monologue. The research involves a small group of teachers carrying out the same research tasks in four language groups of pre-intermediate level. The outcome of the two methods is evaluated by the principles of peer assessment. Peer assessment is used for summative purposes but the findings are used formatively with the aim of giving feedback and thus contributing to student learning development. The thesis starts by giving an overview of the role spoken language has fulfilled for the past few decades’ most significant language teaching methods. It studies the nature of oral production and areas including strategies for turn-taking, conditions affecting oral production. Then focus is directed to perspectives and principles of assessment. In the second part the research is viewed from the perspective of how it was carried out with special focus on goals, research sample and research instruments. Next, the data is analysed and in the final section the thesis is summarized and a conclusion is intended to be drawn.