نوع مقاله : مقاله پژوهشی
نویسندگان
1 Ph.D. Candidate, Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran
2 Associate professor, Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran
3 Assistant professor, Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
While the consistent application of peer and self-assessment remains largely unexplored, this mixed-methods study sought to examine their impacts on the writing outcomes of English as a Foreign Language (EFL) learners through regular implementation. The first phase of the research involved a sample of elementary EFL students (n=30) who engaged in structured peer and self-assessment activities during their writing assignments over a semester. The participants were divided into three equal groups of ten for the quantitative phase. These groups consisted of two experimental groups and one control group. Quantitative data was gathered via pre- and post-assessment scores to evaluate improvements in writing outcomes. In contrast, qualitative data from the experimental groups (n= 20) was gathered using student interviews to explore their perceptions of the assessment processes. This study underscores the importance of incorporating continual practice of peer and self-assessment in EFL writing instruction, suggesting that these practices foster writing outcomes and promote collaboration among learners.
کلیدواژهها [English]
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