Investigating the different Impact of Self- Assessment and Peer- Assessment on Enhancing Iranian Intermediate EFL Learners’ Writing Proficiency

Publish Year: 1394
نوع سند: مقاله کنفرانسی
زبان: English
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ICMEH02_393

تاریخ نمایه سازی: 16 شهریور 1395

Abstract:

During the past decades the usage of alternative assessment has been developed rapidly. In order to have a better understanding of Assessments, we selected 60 intermediate students and homogenized them based on the results of English writing ability test. For receiving the treatment of the study we divided students randomly in to experimental groups and control group. The first experimental group received self-assessment and the second experimental group received peer-assessments for evaluating the compositions individually while the control group received the basic traditional method for evaluation. The use of open-ended questionnaire and structured interview revealed that students had positive attitudes towards assessment techniques. Self- and peer-assessments in learning help students to decrease their anxiety and improve their writing skill. Based on the analysis of the achieved data, the statistical results of one-way ANOVA, it has been found that self-assessment has a significant effect on the writing ability of the experimental group and they had better result in comparing to the other groups

Authors

Ali Morshedi Tonekaboni

Young Researchers and Elite Club, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Maedeh Latifi

Graduated Master of TEFL, Department of Management and Humanities, Islamic Azad University of Tonekabon, Tonekabon, Iran

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