As a result of increasing focus on learner independence, peer assessment has received considerable attention in the past decade. Nevertheless, this idea is still new to most English teachers and students in the EFL setting of Iran, where traditional assessment still dominates. The investigation reported here focuses on students' views of a peer-assessment framework used within the particular context of a course that primarily focuses on oral presentations, which is relatively under-researched. Using students' responses to an end-of-course survey as well as their written remarks, the study looked into the perceived benefits and weaknesses of peer assessment within the context of oral presentation. Findings, in general, indicate a positive response from the students.