The Impact of Self and Peer Assessment on L2 Writing: The Case of Moodle Workshops

Bouziane, Abdelmajid; Zyad, Hicham

doi:10.1007/978-3-319-64104-1_5

Cited by 7 publications

(10 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, Ardiasih et al (2019) argue that the delivered feedback on Moodle creates a sort of online teacher-student interaction that leads to fruitful results which, in their work, ameliorated the stages of the writing process that learners went through as far as argumentative essays were concerned. Similarly, Bouziane and Zyad (2018), Gava andDalla Costa (2018), andWulandari (2016) found that feedback was one of the reasons behind students' writing improvement. The only difference between these studies and the current one was that it was student-to-student centred rather than teacher-to-student centred.…”

Section: Discussionmentioning

confidence: 89%

“…For instance, in Bouziane and Zyad's (2018) work, the mutual transfer of knowledge between peers within Moodle increased learners' awareness and led to the development of their writing abilities with reference mainly to accuracy and complexity. Additionally, a radical change in its quality was noticed over time.…”

Section: Discussionmentioning

confidence: 99%

“…In a similar line of research, Bouziane and Zyad (2018) carried out a quasi-experimental study on the impact of online self-and peer assessment, which are both generated by Moodle, on the writing performances of 48 learners at Hassan II and Chouaib Doukkali Universities, Morocco. The researchers opted for a blended instruction that merged the face-to-face writing course with online paragraph writing.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Ghouali

Cecilia

2021

PortaLin

View full text Add to dashboard Cite

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.

show abstract

Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Ghouali

Cecilia

2021

PortaLin

View full text Add to dashboard Cite

show abstract

“…However, this research field is still in its infancy due to the lack of consideration of self-assessment at different levels of education in non-western countries (for reviews, see Riazi et al, 2018 ; Zheng and Yu, 2019 ) and the possible tension it creates in “teacher-centered” learning contexts ( Carless, 2011 ). With little attention paid to EFL writing in early research on self-assessment, there has been an increase in the number of studies in Asian and African countries, especially in recent years during the Pandemic COVID-19 (e.g., Bouziane and Zyad, 2018 ; Ghazizadeh and Taghipour Bazargani, 2019 ; Liu and Brantmeier, 2019 ; Mat and Par, 2022 ; Rezai et al, 2022 ; Takrouni and Assalahi, 2022 ). Some of those studies have investigated the effects of implementing self-assessment in the EFL writing class and have reported significant benefits of such an approach ( Matsuno, 2009 ; Birjandi and Siyyari, 2010 ; Birjandi and Hadidi Tamjid, 2012 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Zhang¹,

Zhang

Parr

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

With the growing need to nurture students’ independent learning, English language teaching (ELT) practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language (EFL) teachers’ attitudes toward, and self-efficacy beliefs about, implementing self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers’ attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers’ knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers’ understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers’ attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms.

show abstract

“…Correspondingly, several voices have been raised to redirect attention to the learners and get rid of pedagogical practices that undermine their learning (Saeed et al, 2021). In Morocco, calls to redirect the focus toward more healthy pedagogical approaches and methods have been reiterated by researchers and experts in numerous publications (Abouabdelkader & Bouziane, 2016;Bouziane & Zyad, 2018;Melouk, 2001;Ouakrime, 2000). Nonetheless, not much has changed at the level of practice up to date (Abouabdelkader & Bouziane, 2016;Melouk, 2001;Ouakrime, 2000;Ghaicha, & Omarakly, 2018).…”

mentioning

confidence: 99%

The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept

Omarakly

Tamer

2022

IJLLS

View full text Add to dashboard Cite

Since the birth of humanistic approaches to language teaching and learning, researchers and practitioners directed special attention to various psychological factors that interfere with students’ learning. The purpose of this study is to investigate the role of portfolio-based assessment practices in enhancing students’ writing self-concept. The study further explores the students’ perceptions of portfolio assessment in relation to their writing self-concept. To achieve these objectives, the study relied on a mixed-method research design with a sample of two independent groups (classes) of high school students. One group followed portfolio-based writing assessment activities with various reflection techniques, while the other group stuck to the regular summative-based writing tests. The results indicate a statistically significant difference (p<.005) between the two groups' level of writing self-concept in favor of the portfolio assessment group. The results also reveal a gradual, though statistically non-significant, improvement in the portfolio assessment group students’ writing self-concept compared to that of the traditional assessment group. On the other hand, the majority of the participants were highly positive about portfolio assessment and its impact on their writing self-concept.

show abstract

The Impact of Self and Peer Assessment on L2 Writing: The Case of Moodle Workshops

Cited by 7 publications

References 13 publications

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept

Contact Info

Product

Resources

About