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Investigating teacher-supported peer assessment for EFL writing.

Investigating teacher-supported peer assessment for EFL writing.

 Zhao, Huahui.
 2014
 tr. 155-168. Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning English.EFL writing.Học tiếng Anh.
Tác giả CN Zhao, Huahui.
Nhan đề Investigating teacher-supported peer assessment for EFL writing./ Huahui Zhao
Thông tin xuất bản 2014
Mô tả vật lý tr. 155-168.
Tùng thư Oxford University Press.
Tóm tắt Concerns over the quality of peer feedback and entrenched teacher-driven learning have resulted in the limited use of peer assessment in Chinese EFL writing instruction. This study sought to effectively implement peer assessment for EFL writing in China, by addressing learners’ concerns through tailor-made teacher intervention strategies. Eighteen English majors participated in peer assessment for nine writing tasks. Pre-intervention surveys elicited learners’ concerns over peer assessment, leading to the design of teacher-led support strategies. Post-task surveys examined learners’ satisfaction with teacher-supported peer assessment, and were supplemented by the assignment feedback data. The results show that a dynamic and continuous teacher support approach to peer assessment was reported which proved to substantially affect learners’ perceptions, and the nature and the perceived value of peer assessment respectively. This paper provides implications for EFL writing teachers regarding pedagogic motivation and strategies for the effective use of peer assessment.
Thuật ngữ chủ đề Ngôn ngữ-Học ngoại ngữ-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning English.
Từ khóa tự do EFL writing.
Từ khóa tự do Học tiếng Anh.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 2.
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a tr. 155-168.
362[0 ] |a Vol. 68, No. 2 (Apr. 2014)
490[ ] |a Oxford University Press.
520[ ] |a Concerns over the quality of peer feedback and entrenched teacher-driven learning have resulted in the limited use of peer assessment in Chinese EFL writing instruction. This study sought to effectively implement peer assessment for EFL writing in China, by addressing learners’ concerns through tailor-made teacher intervention strategies. Eighteen English majors participated in peer assessment for nine writing tasks. Pre-intervention surveys elicited learners’ concerns over peer assessment, leading to the design of teacher-led support strategies. Post-task surveys examined learners’ satisfaction with teacher-supported peer assessment, and were supplemented by the assignment feedback data. The results show that a dynamic and continuous teacher support approach to peer assessment was reported which proved to substantially affect learners’ perceptions, and the nature and the perceived value of peer assessment respectively. This paper provides implications for EFL writing teachers regarding pedagogic motivation and strategies for the effective use of peer assessment.
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