The context for the research was a single semester block experiment carried out on two fourth- year groups of trainee teachers, studying to become English language teachers in either the primary or secondary state sectors. The study explored whether there were any tendencies or major differences between the two groups, who had all been through the same teacher education programme and were due to enter their in- school practice the following semester. For the sake of this paper we shall refer to the groups as Group 1 (first cohort: three female, four male, full time trainees) and Group 2 (second cohort: six; two male, four female). Both groups are both relatively low in numbers as that is the class size of the university. The positive aspects of working with small sample sizes is that all participants are familiar with one another and it is easier to develop a more community environment of support and encouragement. The concept of self and peer evaluation had developed over a period of time, from their previous language improvement lessons, where the teacher had allocated a section at the end of each class for reflection and discussion of the planning and effectiveness of the lessons. This necessitates a transfer of focus from classroom practice and procedures to self -practice and then from self to peer practice (Little, et al. 2017:101).