The Comparative Effect of Self, Peer, and Teacher Assessment in Speaking on EFL Learners' Autonomy
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)Samaneh 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
کلید واژه: Autonomy, Peer Assessment, Self-Assessment, Speaking, Teacher Assessment,
چکیده مقاله :
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.
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.
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