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

  • herlinawati herlinawati Universitas Lancang Kuning
Keywords: peer assessment, training, writing, proficiency level

Abstract

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.  

Downloads

Download data is not yet available.

References

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education Inc.

Butler, Y.G., & Lee, J. (2006). On-task versus off-task self-assessments among Korean elementary school students studying English. The modern language journal. Vol. 90/4.

Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing. Vol. 27 /1, 5-31.

DiGiovanni, E., & Nagaswami, G. (2001). Online Peer Review: An Alternative to Face-to-Face? ELT Journal. Vol. 55: 263-272.

Donato, R. (1994). Collective Scaffolding in second Language Learning. In J.P. Lantolf & G. Appel (Eds.), Vygotskyian Approaches to Second Language Research (pp. 33-56). Norwood, NJ: Ablex.

Esfandiari, R., &Myford, C.M. (2013). Severity Differences among Self-assessors, Peer-assessors, and Teacher-assessors rating EFL essays. Assessing Writing, 18, 111-131.

Farahani, K. & Khezrlou, S. (2009). On-Task versus Off-Task Self-Assessments: An Experience in Iranian Context. Journal of Teaching English as a Foreign Language and Literature, 3, 39-52.

Hanjani, A.M., & Li, L. (2014). Exploring L2 Writers’ Collaborative Revision Interactions And Their Writing Performance. System, 44 , 101-114.

Harris, L.R., & Brown, G.T.L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation. Teaching and Teacher Education., 36 , 101-111.

Kato, F. (2009). Student Preferences: Goal-Setting and Self-Assessment Activities in Tertiary Education Environment. Journal of Language Teaching Research, 13 /2.

Lam, R. (2013). The Relationship Between Assessment Types and Text Revision. ELT Journal, 67/4.

Larsen, F. D. (2006). The Emergent of Complexity, Fluency, and Accuracy in the Oral and Written Production of five Chinese Learners of English. Applied Linguistics, 590-619.

Lee, I. (2007). Feedback in Hong Kong Secondary Writing Classrooms: Assessment for Learning or Assessment of Learning? Assessing Writing, 12, 180–198.

Matsuno, S. (2009). Self-, Peer-, and Teacher-Assessments in Japanese University EFL Writing Classrooms. Language Testing, 26 /1.

Martinez, C.T., Kock, N., & Cass. J. (2011). Pain and Pleasure in Short Essay Writing: Factors Predicting University Students’ Writing Anxiety and Writing. Journal of Adolescent & Adult Literacy. 54/5.

Min, Hui-Tzu. (2006). The Effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15, 118-141.

Oscarson, A.D. (2009). Self-Assessment of Writing in Learning English as a Foreign Language. Gateborgs Universitet.

Paleczek, L., Seifert, S., Schwab, S., & Klicpera, B. G. (2015). Assessing reading and spelling abilities from three different angles – correlations between test scores, teachers’ assessment and children’s self-assessments in L1 and L2 children. Procedia Social and Behavioral Science, 174 , 2200-2210.

Peterson, S. (2003). Peer Response and Students’ Revisions of Their Narrative Writing. Educational Studies in Language & Literature. Vol. 3 (3): 239-272.

Pimsarn, P. (2013). EFL Students’ Writing Apprehension. International Journal of Arts & Sciences, 6/4, 99-109.

Rahimi, M. (2013). Is Training Student Reviewers Worth Its While? A Study of How Training Influences the Quality of Students Feedback and Writing. Language Teaching Research, 17 /1, 67-89.

Ross, J., A. (2006). The Reliability, Validity, and Utility of Self-Assessment. The Journal of Practical Assessment Research & Evaluation, 11/10.

Schulz, M. M,. (2009). Effective Writing Assessment and Instruction for Young English Language Learners. Early Childhood Education Journal, 37, 57–62.

Sluijsmans, D., Dochy, F., & Moerkerke, G. (1998). The Use of Self-, Peer-, and Co-Assessment in Higher Education. Educational Technology Expertise Centre, OTEC Report. Open University of the Netherlands.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 153-173.

Suzuki, M. (2008). Japanese Learners’ Self Revisions and Peer Revisions of Their Written Compositions in English. TESOLQuarterly, 42/2.

Tsui, A., & Ng, M. (2000). Do Secondary L2 Writers Benefit From Peer Comments? Journal of Second Language Writing. Vol. 9: 147-170.

Van, Weert., & Pilot, T.J. (2003). Task based team learning with ICT, design and development of new learning. Education and Information technologies. Vol. 8/2: 195-214.

Williams, K. E., & Andrade, M.R. (2008). Foreign Language Learning Anxiety in Japanese EFL University Classes: Causes, Coping, and Locus of Control. Electronic Journal of Foreign Language Teaching, 5/2, 181-191.

Published
2019-02-20
How to Cite
herlinawati, herlinawati. (2019). Peer Assessment Training on EFL Writing for Lower Proficiency Level, Is It Worthy?. ELT-Lectura, 6(1), 55-66. https://doi.org/10.31849/elt-lectura.v6i1.2267
Section
Articles