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Investigating teacher-supported peer assessment for EFL writing
Umeå University, Faculty of Arts, Department of language studies.
2014 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 68, no 2, 155-168 p.Article in journal (Refereed) Published
Abstract [en]

Concerns over the quality of peer feedback and entrenched teacher-driven learning have resulted in the limited use of peer assessment in Chinese EFL writing instruction. This study sought to effectively implement peer assessment for EFL writing in China, by addressing learners' concerns through tailor-made teacher intervention strategies. Eighteen English majors participated in peer assessment for nine writing tasks. Pre-intervention surveys elicited learners' concerns over peer assessment, leading to the design of teacher-led support strategies. Post-task surveys examined learners' satisfaction with teacher-supported peer assessment, and were supplemented by the assignment feedback data. The results show that a dynamic and continuous teacher support approach to peer assessment was reported which proved to substantially affect learners' perceptions, and the nature and the perceived value of peer assessment respectively. This paper provides implications for EFL writing teachers regarding pedagogic motivation and strategies for the effective use of peer assessment.

Place, publisher, year, edition, pages
2014. Vol. 68, no 2, 155-168 p.
National Category
Pedagogy Specific Languages
Identifiers
URN: urn:nbn:se:umu:diva-88316DOI: 10.1093/elt/cct068ISI: 000333042900006OAI: oai:DiVA.org:umu-88316DiVA: diva2:725781
Available from: 2014-06-17 Created: 2014-04-30 Last updated: 2017-12-05Bibliographically approved

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Zhao, Huahui

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf