Elementary EFL Students' Practice of Peer Assessment of Oral Classroom Activities

Hung, Yu-ju; Chen, Shu-cheng; Samuelson, Beth Lewis

doi:10.1002/tesj.245

Cited by 4 publications

(3 citation statements)

References 25 publications

(34 reference statements)

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“…The findings corroborate the ideas of previous studies (e.g. Gielen and De Wever, 2015;Hung et al, 2016), in which peer feedback exerts positive impacts on student engagement in learning and practising their speaking skills. Moreover, the shared visions and collaborative relationships enhance active student engagement in provoking lively discussions in which they will learn from each other.…”

Section: Discussionsupporting

confidence: 90%

Moving beyond four walls and forming a learning community for speaking practice under the auspices of Facebook

Duong

Pham

2021

E-Learning and Digital Media

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There is a paucity of opportunities for Vietnamese EFL students to use and practise English speaking skills both inside and outside the classroom, attributing to students’ lack of interest and motivation in improving their speaking skills. Given that learning can be distributed across a multitude of formal and informal settings, the social and informal features of Facebook serve as potentially ubiquitous support for students to productively practise and use the target language. To date, however, much of the discussion of the promising incorporations of Facebook into EFL teaching and learning repertoire remains largely in writing and intercultural communicative effectiveness, with an evident scarcity of empirical research on students’ speaking practice. This qualitative study was conducted with 10 Vietnamese EFL learners, aiming to examine whether the Facebook-based learning community articulated any educational potentials for EFL speaking practice. The findings revealed that there were three features of the Facebook-based learning community, including flexible access, shared visions and values and collaborative relationships, which were beneficial for the members to maintain learning motivation, be more engaged in peer collaboration and co-construct essential knowledge for speaking practice. The findings suggested that the Facebook-based learning community could serve as a means for promoting more speaking practice among Vietnamese EFL learners.

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Section: Discussionsupporting

confidence: 90%

Moving beyond four walls and forming a learning community for speaking practice under the auspices of Facebook

Duong

Pham

2021

E-Learning and Digital Media

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“…Therefore, to some extent, it can be claimed that pencil tests may not judge students' overall knowledge and information for their regular improvement of learning. Hung et al (2016) suggested involving students in peer assessment (PA) to assess the speaking performance of students and their study further suggests "needs awareness, scaffolding instruction, and proper training" (p. 465) for the PA classroom. This also suggests that there is a need for alternative assessments which might judge students' overall quality through continuous evaluation/formative assessment so that regular improvement is possible for a continuous learning process.…”

Section: Examination As a Phobiamentioning

confidence: 99%

Basic Level Students’ Perceptions and Practices on Assessment

Neupane

2023

Jnl. NELTA Gandaki

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Assessment in a classroom context is a method of evaluating students’ ability and knowledge with certain purposes. This phenomenological study shared the students’ perceptions of assessment in the EFL context and explored the preparation strategies for the examination. The information for this study was collected via in-depth interviews with six participants studying at the Basic Level (Grades 6-8) in one of the private schools of Kathmandu Valley. The findings of the study showed that the students were somewhat dissatisfied with summative assessment. They suggested a balance between summative and formative assessment. The participants favoured project assessment as it provided the learners ample opportunities to learn from each other, and their performance was measured while engaging in the project activities. This study is expected to be useful for students, teachers, teacher educators, researchers, policymakers, and ELT experts by providing perceptions, insights, and assessment practices.

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“…Bennett, Parker, & Smigiel, 2012), and encourage students' participation (e.g. Hung, Chen, & Samuelson, 2016). The interplay between group size, students' participation and performance in peer assessment is seemingly not well understood.…”

Section: Optimal Group Size In Peer Assessmentmentioning

confidence: 99%

The effects of social messaging on students' learning and intrinsic motivation in peer assessment

Gao

Guo

2019

Computer Assisted Learning

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This study aims to gain a better understanding of how the newly arisen social messaging may impact the practice of peer assessment. Seventy-nine ESL (English as Second Language) students reviewed each other's English essays in three peer assessment groups: a three-member group using wiki (wiki group), a three-member group using social messaging (small messaging group), and a six-member group using social messaging (big messaging group). Data analysis suggested that peer assessment facilitated by social messaging can be at least of the same effectiveness as wiki-facilitated peer assessment on ESL students' writing skills and intrinsic motivation. In addition, the findings indicated that students in the small messaging group outperformed students in the big messaging group on essay writing, and reported a significantly higher rating on Perceived Competence, a positive indicator of the behavioral measures of intrinsic motivation, than students in the big messaging group.

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Elementary EFL Students' Practice of Peer Assessment of Oral Classroom Activities

Cited by 4 publications

References 25 publications

Moving beyond four walls and forming a learning community for speaking practice under the auspices of Facebook

Moving beyond four walls and forming a learning community for speaking practice under the auspices of Facebook

Basic Level Students’ Perceptions and Practices on Assessment

The effects of social messaging on students' learning and intrinsic motivation in peer assessment

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