Abstract
One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.
Highlights
Increasing research at the international level indicates that holders of appropriate writing skills have a special position compared to their peers [1, 2]
E third instrument was Zhang and Li’s [52] autonomy questionnaire which was used to evaluate learner’s autonomy. e questionnaire has two parts. e first part contains 11 items and the second 10, totally 21 items. e first 11 items have five options in the Likert scale from never to always (A: never, B: rarely, C: sometimes, D: often, and E: always). e second part of the questionnaire is in multiple-choice format. e participants chose the closest answer to their beliefs and their attitudes or ideas. e participants’ choices in the questionnaire were the scores from A to E that are, respectively, 1, 2, 3, 4, and 5
(1) Test of Research Hypotheses. e first hypothesis was that self-assessment in writing does not have any significant effect on Iranian EFL learners’ autonomy in an EFL context
Summary
Increasing research at the international level indicates that holders of appropriate writing skills have a special position compared to their peers [1, 2]. Us, to cover these gaps, the researchers aim to explore if writing self-assessment and peer assessment have any role in Iranian EFL learners’ autonomy and metacognitive awareness. With regard to the Iranian EFL context, a number of empirical studies have been carried out to investigate the impact of self-assessment and peer-assessment activities on L2 writing competencies ([26,27,28,29,30,31], to name a few). (1) Does self-assessment in writing have any significant effect on Iranian EFL learners’ autonomy in an EFL context?. (2) Does self-assessment in writing have any significant effect on Iranian EFL learners’ metacognitive awareness in an EFL context?. (4) Does peer assessment in writing have any significant effect on Iranian EFL learners’ metacognitive awareness in an EFL context?
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