Learners' perceptions of peer assessment: implications for their willingness to write in an EFL context

Meletiadou, Eleni (2022) Learners' perceptions of peer assessment: implications for their willingness to write in an EFL context. International Journal of Teacher Education and Professional Development, 5 (1). pp. 1-14. ISSN 2572-486X

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Official URL: https://doi.org/10.4018/ijtepd.295539

Abstract / Description

In the past two decades, several researchers have expressed their concern regarding students’ attitudes towards writing (Hyland, 2018). To address the effects of peer assessment (PA) on 100 young intermediate EFL learners’ writing performance, this study examined whether the use of anonymous reciprocal PA in 4 public secondary schools in Cyprus would result in considerable improvement in students’ motivation towards PA of writing and their willingness to write. The analysis of the data from the pre-PA questionnaires indicated that students’ attitudes were positive before experimenting with PA but improved even more after the implementation. This was also confirmed by the focus group discussions in which shortcomings of PA were also highlighted. Students expressed their wish to use multiple forms of assessment, receive more training and increase their exposure to PA. All in all, students’ positive attitude towards PA seemed to have affected their writing performance and vice versa.

Item Type: Article
Additional Information: ** From Crossref journal articles via Jisc Publications Router
Uncontrolled Keywords: peer assessment; EFL learning; learners
Subjects: 400 Language > 410 Linguistics
Department: Guildhall School of Business and Law
SWORD Depositor: Pub Router
Depositing User: Pub Router
Date Deposited: 11 Apr 2022 11:16
Last Modified: 11 Apr 2022 11:16
URI: https://repository.londonmet.ac.uk/id/eprint/7407

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