Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude
Abstract As the effects of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing CAF and speaking CAF have not examined in Iran, this research compared their effectiveness on developing Iranian EFL students’ writing CAF and speaking CAF. Moreover, this research examined t...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-12-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00209-x |
| _version_ | 1828086942656364544 |
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| author | Anwar Hammad Al-Rashidi Muhammad Asif Masoumeh Ghasemi Vanani Amhara Aberash |
| author_facet | Anwar Hammad Al-Rashidi Muhammad Asif Masoumeh Ghasemi Vanani Amhara Aberash |
| author_sort | Anwar Hammad Al-Rashidi |
| collection | DOAJ |
| description | Abstract As the effects of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing CAF and speaking CAF have not examined in Iran, this research compared their effectiveness on developing Iranian EFL students’ writing CAF and speaking CAF. Moreover, this research examined the attitudes of EFL students towards the three types of assessments. To achieve these objectives, 75 Iranian intermediate EFL learners were selected based on a convenience sampling method and divided into three groups. Next, all groups were pretested on two skills of writing and speaking. Then, one group was taught writing and speaking skills by using teacher assessment, the second group was taught the same skills through using self-assessment; and the other group received the treatment by applying peer assessment. After an 18-session instruction, writing and speaking posttests were administered to the three groups, and also, three attitude questionnaires were distributed among them. The outcomes of one-way ANOVA tests revealed that the peer-assessment and self-assessment groups outflanked the teacher-assessment group on the writing and speaking posttests. The findings showed that the respondents of the three groups presented favorable attitudes towards the three sorts of assessments. It was concluded that the peer and self-assessment are useful techniques to develop EFL learners’ writing and speaking skills. At the end of the study, a couple of implications and recommendations were enumerated. |
| first_indexed | 2024-04-11T05:05:06Z |
| format | Article |
| id | doaj.art-4af1a7744d5147bba8341b1065b854c7 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-11T05:05:06Z |
| publishDate | 2022-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-4af1a7744d5147bba8341b1065b854c72022-12-25T12:25:21ZengSpringerOpenLanguage Testing in Asia2229-04432022-12-0112112210.1186/s40468-022-00209-xLearner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitudeAnwar Hammad Al-Rashidi0Muhammad Asif1Masoumeh Ghasemi Vanani2Amhara Aberash3Counseling Psychology from Imam Mohamed bin Saud Islamic University, Department of Psychology, College of Education, Prince Sattam Bin Abdulaziz UniversityDepartment of English and Literary Studies, University of Management and TechnologyIslamic Azad University of NajafabadDepartment of English Language, Jimma UniversityAbstract As the effects of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing CAF and speaking CAF have not examined in Iran, this research compared their effectiveness on developing Iranian EFL students’ writing CAF and speaking CAF. Moreover, this research examined the attitudes of EFL students towards the three types of assessments. To achieve these objectives, 75 Iranian intermediate EFL learners were selected based on a convenience sampling method and divided into three groups. Next, all groups were pretested on two skills of writing and speaking. Then, one group was taught writing and speaking skills by using teacher assessment, the second group was taught the same skills through using self-assessment; and the other group received the treatment by applying peer assessment. After an 18-session instruction, writing and speaking posttests were administered to the three groups, and also, three attitude questionnaires were distributed among them. The outcomes of one-way ANOVA tests revealed that the peer-assessment and self-assessment groups outflanked the teacher-assessment group on the writing and speaking posttests. The findings showed that the respondents of the three groups presented favorable attitudes towards the three sorts of assessments. It was concluded that the peer and self-assessment are useful techniques to develop EFL learners’ writing and speaking skills. At the end of the study, a couple of implications and recommendations were enumerated.https://doi.org/10.1186/s40468-022-00209-xAttitudeAssessmentPeer assessmentSelf-assessmentTeacher assessmentWriting CAF |
| spellingShingle | Anwar Hammad Al-Rashidi Muhammad Asif Masoumeh Ghasemi Vanani Amhara Aberash Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude Language Testing in Asia Attitude Assessment Peer assessment Self-assessment Teacher assessment Writing CAF |
| title | Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude |
| title_full | Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude |
| title_fullStr | Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude |
| title_full_unstemmed | Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude |
| title_short | Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude |
| title_sort | learner oriented assessment loa practice the comparative study of self assessment peer assessment and teacher assessment on efl learners writing complicity accuracy and fluency caf speaking caf and attitude |
| topic | Attitude Assessment Peer assessment Self-assessment Teacher assessment Writing CAF |
| url | https://doi.org/10.1186/s40468-022-00209-x |
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