In-service EFL students’ peer assessment for the enhancement of their writing skills

Abstract

This study attempted to investigate the extent to which peer assessment activities contribute to enhance in-service EFL students’ writing skills. Based on the constructivist theory, a case study design was implemented and both qualitative and quantitative research approaches were used to explore how 120 in-service students at Dilla University, Ethiopia, took part and responded to peer assessment activities to improve their writing competencies. Data was gathered through four tools, namely, questionnaire, focus group interviews, observation and document analysis. The findings suggest that peer assessment activity, though students’ perceptions and past experience impact, can aid peers in developing their writing performance through interaction, sharing feedback and addressing the challenges they face in the process of writing.

Contributions and controversies of self-assessment to the development of writing skill

“…With the changing conceptions of teaching and learning, there is a need to develop assessment approaches that give students the opportunity to monitor and assess their own writing processes (Shepard, 2019;Zekarias, 2022). Ahmad et al 2020) also asserted that within a constructivist framework, assessments of student learning should be interwoven with teaching.…”

Is collaborative peer assessment model effective for genre-based writing in university?

“…The introduction of peer assessment to students in the early age can build more positive result on students' writing ability [13], [15]. Students have the chance to learn collaboratively through peer assessment by really supporting one another and sharing their experiences [16]. It enhances academic achievement [17], [18], EFL students' independence and understanding of their own metacognition when completing writing assignments [19].…”

The hidden curriculum and its role in curriculum innovation implementation

“…Curriculum designers have given information and experiences that appeal to these triadic aspects to enhance learners' cognitive, affective, and psychomotor domains. (Abroampa, 2020;Aco et al, 2021;Vargas-Hernández & Vargas-González, 2022;Zekarias, 2022). Implementation of curricula using teaching strategies like experimentation, project method, quiz, drama, and lecture method have been able to develop cognitive, psychomotor, and affective domains of learners (Beluan et al, 2018;Hendrix et al, 2012;Mbaubedari et al, 2022;Pambudi et al, 2022;Raissi Ahvan et al, 2022;Zainuddin et al, 2020;Zannah et al, 2018).…”