THE EFFECT OF ONE CYCLE AND TWO CYCLE PEER ASSESSMENT ON THE WRITING SKILLS OF U

2021 ◽  
Vol 6 (15) ◽  
pp. 2716-2742
Author(s):  
Yıldırım Tuğlu
Keyword(s):  
Peer Assessment ◽  
Writing Skills

An integrated approach to foreign language writing instruction

2004 ◽  
Vol 27 (1) ◽  
pp. 44-57
Author(s):  
Corinne Mesana
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Cultural Awareness ◽  
Peer Assessment ◽  
Writing Skills ◽  
Integrated Approach ◽  
Integrative Approach ◽  
Recent Book ◽  
Foreign Language Writing ◽  
Language Writing

Abstract This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercussions on foreign language teaching or material development as it did on L2 writing skills for ESL/EFL. Here, I propose an integrative approach to writing instruction comprising different findings in process writing, self- and peer-assessment and cross-cultural awareness. The design of a six-step approach stems from a recent book on the pedagogy of writing skills (Mesana-Alais, 2001) and shows how to explore and produce genre-based texts.

English Majors’ Perceptions of Autonomous Learning Skills and Their Writing Performance in an E-portfolio-based Writing Course

2021 ◽  
Vol 7 (5) ◽  
pp. 577-590
Keyword(s):  
Peer Assessment ◽  
Writing Skills ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Rank Test ◽  
Structured Interviews ◽  
Learning Skills ◽  
Writing Course ◽  
English Majors ◽  
The Individual

This paper aimed to scrutinize English majors’ perceptions of autonomous learning skills and explore whether or not their writing skills improved after a 15-week writing course with the employment of an e-portfolio as a learning tool. This mixed-methods study involved thirty-five English majors at a Vietnamese university in doing the mid-term test and final test and reporting their writing progress as well as their autonomous learning in the writing logs throughout the course and during the individual semi-structured interviews. The quantitative data were statistically processed using SPSS in terms of descriptive statistics and Wilcoxon signed rank test, and the data obtained from the interviews and writing logs were analyzed through the content analysis approach. The findings indicated the significant improvement in the English majors’ writing skills. Furthermore, the participants had positive attitudes toward the autonomous learning skills (e.g., setting learning goals, choosing learning materials, creating a study plan, writing reflections, and conducting peer assessment) except for the hesitation in conducting self-assessment during the training course. Received 9thDecember 2020; Revised 2nd May 2021; Accepted 20th June 2021

scholarly journals Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Ru-Chu Shih
Keyword(s):  
Classroom Instruction ◽  
Peer Assessment ◽  
Writing Skills ◽  
College Level ◽  
Writing Classes ◽  
English Writing ◽  
Qualitative Approaches ◽  
Writing Class ◽  
Class Instruction ◽  
Learning English

<blockquote>The goal of this study was to investigate the effect of integrating <em>Facebook</em> and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining <em>Facebook</em>, peer assessment, and classroom instruction. The subjects were 23 first-year students majoring in English at a technological university in Taiwan participating in an 18 week English writing class. The students were divided into three groups with three <em>Facebook</em>platforms. Both quantitative and qualitative approaches were employed in the study. Research instruments included pre-test and post-test of English writing skills, a self-developed survey questionnaire, and in-depth student interviews. The findings suggest that incorporating peer assessment using <em>Facebook</em> in learning English writing can be interesting and effective for college-level English writing classes. Students can improve their English writing skills and knowledge not only from the in-class instruction but also from cooperative learning. In addition, this <em>Facebook</em> integrated instruction can significantly enhance students' interest and motivation. Finally, the findings may provide useful instructional strategies for teachers of ESL English writing courses.</blockquote><p> </p>

Google Classroom Mediated Peer Assessment in Students Writing Ability

2021 ◽  
Vol 8 (5) ◽  
pp. 53-57
Author(s):  
Rini Putri Malinda
Keyword(s):  
Online Learning ◽  
Peer Assessment ◽  
Writing Skills ◽  
Learning Model ◽  
Writing Ability ◽  
Significant Difference ◽  
Writing Skill ◽  
Writing Scores ◽  
Quasi Experiment

This research was aimed at finding out the improvement of students’ writing ability after being taught through Google Classroom mediated peer assessment and significant difference of students’ writing skill among three different topics of the speech. The subjects of the research were twenty four students of SMA N 4 Metro. This research was a quasi-experiment in which one class was used as the subjects. The data were elicited through the pre and the posttest taking by the students in forms of students’ writing. Their students writing scores were compared between the pre and the posttest with the significant level 0.05. The different topics were also analyzed to find out the best type of peer assessment in improving students’ writing skills for this online learning model. The result showed that there was a statistically significant improvement of the students’ writing ability after they were taught through Google classroom mediated peer assessment. This result also showed that free topic was the most impactful topic in students’ writing. This suggests that Google Classroom mediated peer assessment facilitates the students to improve the capability of their writing ability. Keywords: writing, Google Classroom, peer assessment, writing topic.

Improving Students’ Writing Skills through Peer Assessment

2013 ◽  
Vol 1 (6) ◽  
pp. 163
Author(s):  
Patricia Royal ◽  
Ross Thomas
Keyword(s):  
Peer Assessment ◽  
Writing Skills

scholarly journals The Use of Portfolio to Assess Students’ Learning Autonomy in Enhancing Their Writing Skill: The Case of MA Madarijul Huda

2021 ◽  
Vol 11 (1) ◽  
pp. 123-129
Author(s):  
Putri Mawiliana
Keyword(s):  
Peer Assessment ◽  
Writing Skills ◽  
Academic Experiences ◽  
The Self ◽  
Self Assessment ◽  
Teacher Student ◽  
Central Java ◽  
High Achieving Students ◽  
Assessment Activity ◽  
Problem Solvers

Abstract___________________________________________________________________This study aims to analyze and explain self- assessment, peer- assessment, and teacher-student conference implementation to enhance the students’ writing skills and explore the effect of the portfolio to explain the development of students' learning autonomy. The subject consisted of the eleventh-grade students of Islamic Senior High School Madarijul Huda in Pati regency, Central Java, Indonesia. Observation, interview, document analysis, and questionnaire were used to collect the data. This study found that the three assessment activities in the portfolio could enhance the students' writing skills. First, the self-assessment reflected the students' learning progress. They were honest in correcting the text and confident in completing the task. Second, the peer- assessment allowed the students to get the new academic experiences from their friends. Besides, the students were encouraged to keep the friendship well, more tolerant, and talkative. Third, the group's teacher-student conference inspired the students to build good teamwork, but passive members hindered the cooperation. Some members sometimes relied on the teacher's explanation. The students had an excellent ability to manage collaboration. Some conclusions can be drawn as follows: a) some high achieving students claimed they were autonomous learner before applying portfolio; b) the self- assessment activity could develop the students’ learning autonomy; c) students categorized as pro-active learners could play as leaders, problem solvers, and negotiators in the classroom  

scholarly journals Improving the Writing Skills of EFL High School Learners through Alternative Methods of Assessment and Differentiated Instruction

2021 ◽  
Vol 9 (1) ◽  
pp. 142
Author(s):  
Theodora Argyropoulou ◽  
Makrina – Nina Zafiri
Keyword(s):  
High School ◽  
Differentiated Instruction ◽  
Junior High School ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Writing Skills ◽  
Research Process ◽  
Assessment Process ◽  
Alternative Methods ◽  
Control Group

The study described in this article investigated EFL writing in the 1st Grade of a State Junior High School. More particularly, the study examined whether the use of alternative assessment methods, such as self-assessment and peer-assessment checklists, in a differentiated class environment, can have a positive effect on learners’ writing skills. For the needs of this research an experimental and a control group were targeted. The teaching materials which were used in the research process were differentiated according to the principles of Differentiated Instruction and learners were assigned to write different writing genres.Findings revealed that differentiated instruction had an impact on the learners’ writings. However, there were limitations regarding the time that had to be allotted in the designing of the lessons and the instruction itself. Also, the instruction was limited to a small group of learners. However, the implications of the research brought to light the involvement of the learners in the assessment process.

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