Characteristics and User Acceptance of Peer Rating in EFL Writing Classrooms  

Oleh:

Saito, Hidetoshi ; Fujita, Tomoko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Teaching Research (sebagian Full Text) vol. 8 no. 1 (Jan. 2004), page 31-54.
Fulltext: Vol 8, no 1, page 31–54.pdf (199.02KB)

Isi artikel

Lack of research on the characteristics of peer assessment in EFL writing may inhibit teachers from appreciating the utilit y of this innovative assessment. This study addressed the followin g research questions: (1) How similar are peer, self- and teacher ratings of EFL writing?; (2) Do students favour peer ratings?; and (3) Does peer feedback influence students’ attitudes about peer rating? For ty-seven college students studying English writing in a Japanese college were assigned to write two essays. Each essay was commented on and rated by two teachers, three peers and the writers themselves. Students also completed a five-item questionnaire about their attitudes regarding peer rating. Peer and teacher ratings were found to correlate significantly. The results of the questionnaire indicated that students had favourable attitudes towards peer rating. A regression analysis suggested that peer feedback did not influence students’ favour able attitudes about the feedback.

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