- Bài trích
- Nhan đề: Investigating teacher-supported peer assessment for EFL writing./
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Tác giả CN
| Zhao, Huahui. | |
Nhan đề
| Investigating teacher-supported peer assessment for EFL writing./ Huahui Zhao | |
Thông tin xuất bản
| 2014 | |
Mô tả vật lý
| tr. 155-168. | |
Tùng thư
| Oxford University Press. | |
Tóm tắt
| 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. | |
Thuật ngữ chủ đề
| Ngôn ngữ-Học ngoại ngữ-Tiếng Anh-TVĐHHN | |
Từ khóa tự do
| Learning English. | |
Từ khóa tự do
| EFL writing. | |
Từ khóa tự do
| Học tiếng Anh. | |
Nguồn trích
| ELT journal.- 2014, Vol. 68, No. 2. |
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| 100 | 1 |aZhao, Huahui. |
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| 245 | 10|aInvestigating teacher-supported peer assessment for EFL writing./|cHuahui Zhao |
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| 260 | |c2014 |
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| 300 | |atr. 155-168. |
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| 362 | 0 |aVol. 68, No. 2 (Apr. 2014) |
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| 490 | |aOxford University Press. |
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| 520 | |aConcerns 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. |
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| 650 | 17|aNgôn ngữ|xHọc ngoại ngữ|zTiếng Anh|2TVĐHHN |
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| 653 | 0 |aLearning English. |
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| 653 | 0 |aEFL writing. |
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| 653 | 0 |aHọc tiếng Anh. |
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| 773 | |tELT journal.|g2014, Vol. 68, No. 2. |
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| 890 | |a0|b0|c0|d0 |
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