The Comparative Effect of Self, Peer, and Teacher Assessment in Speaking on EFL Learners' Autonomy
Subject Areas : Journal of Language, Culture, and TranslationSamaneh Baghoulizadeh 1 , Mania Nosratinia 2
1 - English Department, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Department, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords: Autonomy, Peer Assessment, Self-Assessment, Speaking, Teacher Assessment,
Abstract :
This study compared the effect of self-assessment (SA), peer assessment (PA), and teacher assessment (TA) in speaking on EFL learners' autonomy. For this purpose, 60 EFL learners were selected and divided into three groups, i.e., SA, PA, and TA. The Learner Autonomy Questionnaire (Zhang & Li, 2004) was administered as a pretest. In each group, the relevant assessment procedure was used. After the termination of the treatment, the Learner Autonomy Questionnaire was given as a posttest. Using ANCOVA, the results revealed (a) there were significant differences among the three assessment types, (b) SA had the most significant influence on EFL learners’ autonomy, and (c) TA had a more significant influence on EFL learners’ autonomy than PA. The results can enable those engaged in the language teaching and learning process to possess a better perspective on EFL learners’ autonomy, considering the impact of different types of assessment on EFL learners' speaking.
References:
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Andina, D. M., Cahyono, B. Y., & Widiati, U. (2020). How do English foreign language students' autonomy and digital competence relate to their writing achievement? Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(1), 77-86. https://doi.org/10.24042/tadris.v5i1.5760
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Alibakhshi, G., & Sarani, A. (2014). Self-assessment impact on EFL learners' speaking fluency and accuracy: Does the level of proficiency matter? Teaching English Language, 8(2), 119-143. https://www.teljournal.org/article_53820_c2b8ea61d9e8a4a99df9104e042f33b9.pdf
Almusharraf, N. (2018). English as a foreign language learner autonomy in vocabulary development: Variation in student autonomy levels and teacher support. Journal of Research in Innovative Teaching & Learning, 11(2), 159-177. https://doi.org/10.1108/JRIT-09-2018-0022
Al-Rashidi, A. H., Asif, M., Vanani, M. G., & Aberash, A. (2022). 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, 12(1), 59-72. https://link.springer.com/article/10.1186/s40468-022-00209-x
Amo, E., & Jereno, F. (2011). Self, peer, and teacher assessment as active learning methods. Research Journal of International Studies, 18, 41-48.
Andina, D. M., Cahyono, B. Y., & Widiati, U. (2020). How do English foreign language students' autonomy and digital competence relate to their writing achievement? Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(1), 77-86. https://doi.org/10.24042/tadris.v5i1.5760
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Ashraf, H., & Mahdinezhad, M. (2015). The role of peer-assessment versus self-assessment in promoting autonomy in language use: A case of EFL learners. Iranian Journal of Language Testing, 5 (2), 110-120.
Babaii, E., Taghaddomi, S., & Pashmforoosh, R. (2016). Speaking self-assessment: Mismatches between learners' and teachers' criteria. Language Testing, 33(3), 411-437. https://doi.org/10.1177/0265532215590847
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Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
Baleghizadeh, S., & Masoun, A. (2014). The effect of self-assessment on EFL learners' self-efficacy. TESL Canada Journal, 31(1), 42-58. https://doi.org/10.18806/tesl.v31i1.1166
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Başak, H. (2019). Self-assessment of students' speaking skills. Rederived May 2022 from: http://etd.lib.metu.edu.tr/upload/12623025/index.pdf
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/10.1017/S0261444806003958
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Benson, P. (2013). Teaching and researching: Autonomy in language learning. Oxford Shire: Routledge.
Best, W. J., & Kahn, V. J. (2006). Research in education (10th edition). Boston, MA: Pearson Education Inc.
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Ding, Y., & Shen, H. (2022). Delving into learner autonomy in an EFL MOOC in China: A case study. Computer Assisted Language Learning, 35(3), 247-269. https://doi.org/10.1080/09588221.2019.1681464
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Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: Psychology Press.
Farhady, H. (2021). Learning-oriented assessment in virtual classroom contexts. Journal of Language and Communication, 8(2), 121-132.
Fathi, J., Yousefi, L. & Sedighravesh, M. (2017). The impact of self-assessment and peer-assessment in writing on the self-regulated learning of Iranian EFL students. Journal of Sociological Research, 8(2), 1-16. : https://doi.org/10.5296/jsr.v8i2.11252
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & letters, 7, 049-60. https://raco.cat/index.php/LinksLetters/article/view/22713
Gholami, H. (2016). Self-assessment and learner autonomy. Theory and Practice in Language Studies, 6(1), 46-55. http://dx.doi.org/10.17507/tpls.0601.06
Haque, M. M., Jaashan, H. M., & Hasan, M. Z. (2023). Revisiting Saudi EFL learners’ autonomy: A quantitative study. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2023.2166512
Hashemian, M., & Soureshjani, K. H. (2011). The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts. Theory and Practice in Language Studies, 1(4), 319-326. https://doi.org/10.4304/tpls.1.4.319-326
Hung, Y. (2019). Bridging assessment and achievement: Repeated practice of self-assessment in college English classes in Taiwan. Assessment and Evaluation in Higher Education, 44(8), 1191–1208. https://doi.org/10.1080/02602938.2019.1584783
Imani, S. (2021). The comparative effect of self-assessment and peer assessment on reflective and impulsive EFL learners' speaking skill. Journal of Foreign Language Teaching and Translation Studies, 6(4), 99-120. https://doi.org/10.22034/EFL.2022.325985.1139
Lap, T. Q. (2005). Stimulating learner autonomy in English language education: A curriculum innovation study in a Vietnamese context. Amsterdam: Universiteit van Amsterdam. https://hdl.handle.net/11245/1.252826
Leskes, A. & Wright, B. D. (2005). The art and science of assessing general education outcomes. Washington, DC: Association of American Colleges and Universities.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. https://doi.org/10.1017/S0261444820000488
Ma, W., & Winke, P. (2019). Self‐assessment: How reliable is it in assessing oral proficiency over time? Foreign Language Annals, 52(1), 66-86. https://doi.org/10.1111/flan.12379
Marzuki, A. G., Alek, A., Farkhan, M., & Deni, R., (2020). Self-assessment in exploring EFL students' speaking skills. Al-Ta' Lim Journal, 27(2), 208-214. https://doi.org/10.15548/jt.v27i2.613
Mazloomi, S., & Khabiri, M. (2018). The impact of self-assessment on language learners' writing skill. Innovations in Education and Teaching International, 55(1), 91-100. https://doi.org/10.1080/14703297.2016.1214078
Movahedi, N., & Aghajanzadeh Kiasi, G. (2021). The effect of teacher vs. learner-assessment activities on the Iranian intermediate EFL learners' writing ability. International Journal of Research in English Education, 6(1), 49-63. http://ijreeonline.com/article-1-467-en.html
Naraghizadeh, M., Azizmalayeri, F., & Khalaji, H. R. (2023). EFL teachers' conceptions of alternative assessment strategies. International Journal of Foreign Language Teaching and Research, 11(44), 43-52. https://doi.org/10.30495/JFL.2023.699904
Nemati, M., Ghafoori, M., Birjandi, P., & Izadpanah, S. (2021). Self-assessment, peer assessment, teacher assessment and their comparative effect on EFL learners' second language writing strategy development. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 13(28), 201-216. https://doi.org/10.22034/ELT.2021.48543.2456
Nguyen, H. H. T., & Tran, T. T. N. (2018). An investigation into EFL teachers' perceptions of in-class English speaking assessment, VNU Journal of Foreign Studies, 34(2), 125-139. https://doi.org/10.25073/2525-2445/vnufs.4251
Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers' critical thinking and teaching autonomy on their teaching success and learners' use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132. http://dx.doi.org/10.17507/jltr.0801.15
Ozer, O., & Yukselir, C. (2023). Am I aware of my roles as a learner? The relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners. Language Awareness, 32(1), 19-38. https://doi.org/10.1080/09658416.2021.1936539
Panadero, E., Alqassab, M. Fernández-Ruiz, J., & Ocampo, J. C. G. (2023). A systematic review on peer assessment: Intrapersonal and interpersonal factors. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2164884
Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45, 13-31. https://link.springer.com/article/10.1007/s13384-018-0258-y
Pishghadam, R. & Naji Meidani, E. (2011). Culture and education: Bringing to light the views of Iranian students of English, French, and Arabic majors towards learning and teaching. International Journal of Innovative Interdisciplinary Research, 2, 21-35. https://www.auamii.com/jiir/Vol-01/issue-02/03Pishghadam.pdf
Power, J. R., & Tanner, D. (2023). Peer assessment, self-assessment, and resultant feedback: An examination of feasibility and reliability. European Journal of Engineering Education. https://www.tandfonline.com/loi/ceee20
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. https://doi.org/10.1080/00461520903028990
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