Iranian Advanced EFL Learners’ Perception of Criteria-Referenced Self-and-Peer Assessment: Benefits and Challenges

Subject Areas : آموزش زبان انگلیسی

Behrooz Azabdaftari ¹ , sanaz sanaz sabermoghaddam ² , Zohreh Seifoori ³

1 - Professor in TEFL, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Associate Professor at Science and Research Branch, Islamic Azad University, Tehran, Iran

Received: 2024-05-14 Accepted : 2024-07-02 Published : 2024-09-03

Keywords: Criteria-referenced Self-Assessment, Peer-Assessment, Perception, Writing,

Abstract :

Self-assessment, a form of alternative assessment focusing on learner-centered curricula, autonomy, and needs analysis, has gained prominence recently. Via individual and cooperative self-assessment, EFL learners notice and apply the established standards and criteria that would decide on the accuracy and fluency of their productions, particularly in challenging areas like writing that require detailed forms of assessment. Here, learners’ capacity to self-assess and peer-assess their writings could contribute to their developmental functions. The objective of this study was to explore a specific number of Iranian EFL learners’ perceptions of criteria-referenced self-and-peer assessment in writing through a mixed-method survey. Sixty EFL learners were asked to answer a questionnaire on self-and-peer assessment. Additionally, 15 learners were requested to answer semi-structured interview questions to express their perceptions toward criteria-referenced self-and-peer assessment. For the quantitative phase of the study, a self- and peer-assessment questionnaire developed by Cornelius and Kinghorn (2014) was utilized. The questionnaire's reliability was assessed using Cronbach’s alpha, and content validity was confirmed. For the qualitative phase of the study, the researcher developed and conducted a semi-structured interview with five open-ended questions with validated content. The data related to the quantitative and qualitative phases were analyzed through descriptive statistics including the frequency percentage and content analysis methods, respectively. Results revealed learners had positive perceptions towards criteria-referenced self-and peer assessment in language classes. The findings offer beneficial implications for EFL teachers, learners, test developers, and administrators.

References:

References

Abolfazli-Khonbi, Z., & Sadeghi, K. (2012). The effect of assessment type (self vs. peer vs. teacher) on Iranian university EFL students’ course achievement. Language Testing in Asia, 2(4), 47-74.
Almasi, E., & Nemat Tabrizi, A. R. N. (2016). The effects of direct vs. indirect corrective feedback on Iranian EFL learners’ writing accuracy. Journal of Applied Linguistics and Language Research, 3(1), 74-85.
Andrade, H. (2008). Self-assessment through rubrics. Educational Leadership, 65(4), 60-63.
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4(87), 1-12. https://doi.org/10.3389/feduc.2019.00087.
Ashraf, H., & Mahdinezhad, M. (2015). The role of peer assessment versus self-assessment prompting autonomy in language use: A case of EFL learners. Iranian Journal of Language Testing, 5(2), 110–120.
Azarnoosh, M. (2013). Peer Assessment in an EFL context: Perceptions and friendship bias. Language Testing in Asia, 3 (11), 1-10. https://doi.org/10.1186/2229-0443-3-11
Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment and Evaluation in Higher Education, 37(5), 513-533. https://doi.org/10.1080/02602938.2010.549204.
Birjandi, P., & Sayyari, M. (2010). Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy. Iranian Journal of Applied Linguistics, 13, 23-45.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for learning: putting it into practice. Open University Press.
Bloemert, J., Paran, A., & Jansen, E. (2020). Connecting students and researchers: The secondary school student’s voice in foreign language education research. Cambridge Journal of Education, 50(4), 429-449. https://doi.org/10.1080/0305764X.2020.1720603.
Bommanaboina, R. D., & Guduru, R. (2022). The impact of self-assessment of engineering students’ awareness of pre-writing strategies on writing performance. Journal of Applied Linguistics and Language Research, 9(4), 42-54.
Cardenas, V. I. (2018). Implications of the relation between language and writing from a developmental perspective. Signata, 9, 131-154. https://doi.org/10.4000/signata.1787.
Celce-Murcia, M., Brinton, D., & Ann Snow, M. (2014). Teaching English as a second or foreign language (4th ed.). Heinle and Heinle.
Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 102(1), 65-75.
Comert, M., & Kutlu, O. (2018). The effect of self-assessment on achievement in writing in English. Egitim Bilimleri Araştırmaları Dergisi, 8, 107-118. https://doi.org/10.22521/jesr.2018.81.4.
Cornelius, S., & Kinghorn, O. (2014). Student perceptions towards self and peer assessment in Japanese university first year EFL classes. Retrieved from https://www.kansai-u.ac.jp/fl/publication/pdf_forum/13/1_simon_Oliver.pdf.
Crusan, D. (2011). The promise of directed self-placement for second language writers. TESOL Quarterly, 45(4), 774-780. https://doi.org/10.5054/tq.2010.272524.
Dolosic, H. (2018). An examination of self-assessment and interconnected facets of second language reading. Reading in a Foreign Language, 30, 189-208.
Esfandiari, S., & Myford, A. (2013). The effect of self-assessment on EFL learners’ goal orientation. Iranian Journal of Applied Linguistics (IJAL), 17(1), 25-48.
Farhady, H. (2006). Twenty-five years of living with applied linguistics: Collection of articles. Tehran: Rahnama.
Farooq, M., Ahmed, K., & Farooq, S. (2020). Introducing Self-Assessment for Evaluating Learners in Pakistan. Global Social Sciences Review (GSSR), 5(4), 120-136. http://doi.org/10.31703/gssr.2020.
Falchikov, N. (2012) Learning together: Peer tutoring in higher education. Routledge Falmer.
Fathi, J., Afzali, M., & Parsa, K. (2021). Self-assessment and peer-assessment in EFL context: An investigation of writing performance and writing self-efficacy. Critical Literary Studies, 1(5), 211-232. https://doi.org/10.34785/J014.2021.172.
Gardner, R.C., & Lambert, W.E. (1972). Motivational variables in second language acquisition. In R.C. Gardner & W. Lambert (eds.) Perceptions and motivation in second language learning, (pp. 119-216). Newbury House.
Gregory, K., Cameron, C. & Davies, A. (2011). Self-assessment and goal setting. Connections Publishing.
Hanifah, Z., Suparno, & Supriyadi, S. (2019). Implementing collaborative writing to teach writing for non-English major students. International Journal of Language Teaching and Education, 3(2), 142–157. https://doi.org/10.22437/ijolte.v3i2.7907.
Hariri Asl, M. H., & Marandi, S. S. (2017). Peer-assessment and student-driven negotiation of meaning: Two ingredients for creating social presence in online EFL social contexts. Issues in Language Teaching (ILT), 6(1), 117-144.
Heidarian, N. (2016). Investigating the effect of using self-assessment on Iranian EFL learners’ writing. Journal of Education and Practice, 7(28), 80-89.
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Ismail, S. (2010). Exploring students’ perceptions of ESL writing. English Language Teaching, 4(2), 73-83. https://doi.org/10.5539/elt.v4n2p73.
Kangaslampi, R., Asikainen, H., & Virtanen, V. (2022). Students’ perceptions of self-assessment and their approaches to learning in university mathematics. LUMAT, 10, 1-22. https://doi.org/10.31129/LUMAT.10.1.1604.
Kaufman, J. H., & Schunn, C. D. (2011). Students’ perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387-406. https://doi.org/10.1007/s11251-010-9133-6
Krueger, R., & Casey, M. (2000). Focus groups: a practical guide for applied research (3rd Ed). Sage.
Maiz-Arévalo, C. (2008). Peer assessment in the ESL classroom: A practical project. Porta Linguarum, 9, 127-138.
McNamara, M. J., & Deane, D. (1995). Self-assessment activities: Toward autonomy in language learning. TESOL Journal, 5(1), 17–21.
Mihai, F. M. (2010). Assessing English language learners in the content areas: A research-into-practice guide for educators. University of Michigan Press.
Mok, M., & Lung, L., Cheng, D., Cheung, R., & Ng, M. (2006). Self-assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education, 31(4), 415-433. https://doi.org/10.1080/02602930600679100.
Rahmani, P., Zoghi, M., & Davatgari Asl, H. (2022). EFL learners’ perceptions toward peer and self-assessment of the descriptive type of writing: An exploratory sequential mixed-methods study. Issues in Language Teaching (ILT), 11(2), 357-393. https://doi.org/10.22054/ilt.2023.66461.680.
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-assessment: The effect on students' independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a.
Richards, J., & Renandya, W. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Rubin, H., & Rubin, I. (1995). Qualitative interviewing: the art of hearing data. Sage.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and learning at a distance: Foundations of distance education (2nd ed.). Merrill Prentice Hall.
Siow, L. F. (2018). Students’ perceptions on self- and peer assessment in enhancing learning experience. Malaysian Online Journal of Educational Sciences, 3(2), 21-35.
Strijbos, J. W., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20, 265-269. https://doi.org/10.1016/j.learninstruc.2009.08.002
Suzuki, M. (2009). The compatibility of L2 learners' assessment of self- and peer revisions of writing with teachers' assessment. TESOL Quarterly, 43(1), 137-148. https://doi.org/10.1002/j.1545-7249.2009.tb00233.x.
Vickerman, P. (2009). Student perspectives on formative peer assessment: An attempt to deepen learning? Assessment & Evaluation in Higher Education, 34(2), 221-230. https://doi.org/10.1080/02602930801955986.
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399- 1412.
Zhang, X. S., & Zhang, L. J. (2022). Sustaining learners’ writing development: Effects of using self-assessment on their foreign language writing performance and rating accuracy. Sustainability, 14, 1-25. https://doi.org/10.3390/su142214686.