The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

2016 ◽  
Vol 6 (4) ◽  
pp. 716 ◽  
Author(s):  
Hamid Reza Iraji ◽  
Mostafa Janebi Enayat ◽  
Mahyar Momeni
Keyword(s):  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Argumentative Writing ◽  
Use Of Self ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
Alternative Assessments ◽  
Efl Students

Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self- and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self- and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self- and peer-assessments were used writing assessment. The results of post-test indicated that the use of self- and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students. s, but they were permanently different in illocutionary acts. Finally, in terms of perlocutionary acts, the candidates were mostly intended to get the hearers know by their assertion, explanation, clarification, argumentation, etc.

scholarly journals The Effect of Peer Assessment and Collaborative Assessment on Iranian Intermediate EFL Learners' Writing Ability

2021 ◽  
Vol 3 (13) ◽  
pp. 08-16
Author(s):  
Ghasem Aghajanzadeh Kiasi ◽  
Sona Rezaie
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
English Language ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Writing Ability ◽  
Efl Learners ◽  
Collaborative Assessment ◽  
Significant Difference

As an attempt to shed more light on the effectiveness of alternative assessment in second language learning, the current study sought to explore the effects of peer assessment (PA) and collaborative assessment (CA) on the Iranian intermediate EFL learners' writing ability. To fulfil the purpose of this study, 36 Iranian EFL learners studying English at Kadous English Language Institute in Rasht, Iran, were homogenized as intermediate learners based on their performance on Oxford Solutions Placement Test (OSPT). The final pool of qualified candidates was assigned to one control and two experimental groups comprising 12 learners. All the participants sat for a pretest of L2 writing so that their initial level of writing could be appraised and their homogeneity in writing could be determined. The experimental groups received treatment on English writing through utilizing PA and CA strategies. On the other hand, the control group was taught through the conventional method (i.e. teacher assessment, TA). At the end of a twelve-session experiment, a post-test measuring the effectiveness of the treatments and the participants' writing ability was administered. The results of descriptive and inferential analyses revealed a statistically significant difference among CA, PA, and TA strategies. The results also demonstrated that the CA and PA groups outperformed the control group. However, the CA group performed significantly better than the PA group. Based on the findings of this study, language teachers, materials developers, and education authorities can concentrate on employing CA as the main strategy to foster the writing ability of Iranian intermediate EFL learners. However, PA may also be utilized to teach writing where possible.

scholarly journals PEER ASSESSMENT FOR IMPROVING WRITING DESCRIPTIVE TEXT OF THE TENTH GRADERS OF SENIOR HIGH SCHOOL SETIA BUDHI SEMARANG

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Wiwik Yully Widyawati
Keyword(s):  
Teaching Method ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Student Writing ◽  
Control Group Design ◽  
Writing Ability ◽  
Assessment Technique ◽  
Tenth Graders ◽  
Post Test

The problems of the study  can be formulated as follows (1) How effective is peer assessment technique applied to students with low and high grammar ability in writing descriptive text?, (2) How effective is teacher assessment technique applied to students with high and low grammar ability in writing descriptive text, (3) Is there any significant interaction among grammar ability, peer assessment technique and writing ability. The research design employed in this study was Experimental Design (factorial design) consisting of a pre test, and post test for control group design and Experiment group. This research involved three variables which consisted of dependent variable (writing ability), independent variable (Peer Assessment Technique) and Grammar ability as moderator. This study found that peer assessment technique can be used to give practice in writing as well as in conducting this technique for teaching writing because it had given effect to the student writing descriptive text. It can be proven from the students’ score. Through this technique, the students could develop and improve their skill either in writing, grammar or vocabulary. They also became responsible to asses their friend’s work and increased their motivation. So, this technique of peer assessment should be used to improve English writing and grammar skill and an English teacher must improve his knowledge in English teaching method so the goal of teaching is gained.

scholarly journals The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

2017 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Wahyu Diny Sujannah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Peer Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Use Of Self ◽  
Writing Ability ◽  
Multimedia Program ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests ◽  
Experimental Group

It has been known that the use of self-selected topic enhances students’ writing achievement. It is also known thatpeer feedback helps improve students’ writing achievement. However, research investigating self-selected topic incombination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect ofself-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreignlanguage (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High Schoolat Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and controlgroups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, whilethe control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and theresults of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. Theresults showed that the students taught to write with self-selected topic and checklist-based peer feedbackoutperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it isrecommended that English teachers consider assigning the students to write a topic of their own and usingchecklist-based peer feedback.

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

The Effect of Employing Electronic Peer Assessment on Iranian EFL Learners’ Writing Ability and Autonomy

2016 ◽  
Vol 6 (12) ◽  
pp. 2272 ◽  
Author(s):  
Samareh Abbassi Ghadi ◽  
Hossein Khodabakhshzadeh
Keyword(s):  
Peer Assessment ◽  
Structured Interview ◽  
Placement Test ◽  
Control Group ◽  
Web Based ◽  
Writing Ability ◽  
Efl Learners ◽  
Study Results ◽  
Electronic Interventions ◽  
Experimental Group

Peer assessment known as an effective technique in improving English as a Foreign Language (EFL) learners' achievement as well as their autonomy has taken a new form thanks to the employment of electronic applications and web-based tools. The purpose of this study was to explore the effects of employing electronic peer assessment on Iranian EFL learners’ writing ability and autonomy. To achieve the goals of the study a sample including 48 Iranian upper-intermediate EFL learners were selected from among 90 female learners studying English in a language institute in Kashmar, Khorasan Razavi, according to their scores in Quick Placement Test (QPT), Version1. These participants were randomly assigned to control (N=24) and experimental (N=24) groups. Both groups took writing pretest and Learner Autonomy Questionnaire developed by Zhang and Li (2004). Throughout the experiment which lasted for 12 sessions, the experimental group benefited from the treatment, electronic peer assessment. However, the control group received the same treatment but peer assessment technique was carried out without any electronic interventions. Finally, both groups sat for the posttest being the same as the pretest. In addition, a semi-structured interview was conducted to the participants in the experimental group. Results of data analysis indicated the experimental group's outperformance in both writing and autonomy scale administered at the end of the study. Results of qualitative data (interview), also, showed that these participants had positive beliefs about employing electronic peer assessment. Pedagogically, the present findings support the employment of the treatment in EFL settings.

scholarly journals The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill

2017 ◽  
Vol 7 (2) ◽  
pp. 158 ◽  
Author(s):  
Hakimeh Shahrokhi Mehr
Keyword(s):  
Discourse Markers ◽  
Process Approach ◽  
Control Group ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
Attitudes Toward Writing ◽  
Writing Skill ◽  
Product And Process ◽  
The Impact

The purpose of the current study was twofold; its first aim was to determine the effect of using of two approaches namely; product and process on developing the fluency, accuracy, and using discourse markers (DMs) of EFL learners’ writing performance. Secondly, it attempted to investigate the effect of mentioned approaches on EFL learners’ attitude toward writing skill. The participants in this study were 60 Iranian learners who were divided into three groups; control and two experimental groups. The control group received no treatment and only received explicit recast feedback toward their writing performance. However, every experimental group received treatment through differential approaches. The findings of the study based on one-way ANOVA revealed that process approach significantly affected on EFL learners’ writing performance. Additionally, the results manifested the positive effect of process approach on EFL learners’ attitude toward writing skill. The current study suggested that in order to develop the EFL learners’ writing skill, the EFL instructors can insert the process based approach in syllabus design. 

scholarly journals Peer Assessment Training on EFL Writing for Lower Proficiency Level, Is It Worthy?

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 55-66
Author(s):  
Herlinawati Herlinawati
Keyword(s):  
Peer Assessment ◽  
Control Group ◽  
Trained Group ◽  
Writing Ability ◽  
Writing Test ◽  
Proficiency Level ◽  
Post Test ◽  
Efl Students ◽  
Assessment Training ◽  
Experimental Group

The present study was conducted to investigate whether training on peer assessment could foster better writing ability for English lower proficiency EFL students. Forty-eight (48) students participated in this study and randomly assigned into two groups; trained and untrained peer assessment. Trained group is as experimental group and untrained group is as control group. The students’ English proficiency level was lower to higher based on the results of TOEFL test  scores. A pre-writing test of argumentative essay was given before providing the training. Then, the students in experimental group was given peer assessment training before instructing them to rate their peers drafts. The whole sessions were lasted in six sessions. The pre-test was administered before giving the six sessions to apply the treatment; and a post test was given at the end of the session to determine the effects of peer assessment training on  students’ writing ability. The result of analysis revealed significant between-group differences, F (2, 816) = 3.440, p (.020) < .05. the lower proficiency in trained group performed better than the higher and lower proficiency students in untrained group.  

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

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