Abstract
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.
Highlights
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
The present study aimed to examine the effects of PA and CA on the Iranian intermediate EFL learners' writing ability
The results demonstrated that there was a statistically significant difference between the effects of PA and CA on the Iranian intermediate EFL learners' writing ability
Summary
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. Due to the indispensable and undeniable role that writing as a language skill plays in second language learning and teaching, the way it is taught or assessed is of utmost importance. Along the same line of thought, Salma (2015) believes that since English is considered a foreign language in EFL context, writing skill becomes the most challenging activity for the learners. This can be attributed to the fact that second language writing has largely been neglected in EFL classrooms, and insufficient efforts are made to empower L2 learners' writing ability. Some researchers are right of the opinion that assessment has not grabbed worthy attention as a learning and developmental tool; rather, it has been primarily deployed as an evaluative instrument (e.g., Chau, 2005; Gareis & Grant, 2015)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of English Language Teaching and Applied Linguistics
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
