Using Peer Assessment in Writing for EFL Learners

DOI

10.2991/assehr.k.210226.037How to use a DOI?

Keywords

Writing performance, Writing a paragraph, Peer assessment approach, The learners’ improvement

Abstract

This study aimed at exploring the effect of using peer assessment in writing improvement of EFL students. In this paper, 30 students have to be guided by using a peer assessment approach in their writing skills in class, and after that, they take their classmates’ feedback into account as a tool to reflect their improvement. What is crucial here is whether the peer assessment method can boost the learners’ writing performance or not, as well as how profound their upgrade in writing is, which play an integral role in this paper. Additionally, some related papers are pointing out the benefits and drawbacks when the teachers apply the peer assessment in considering their students’ progress in learning writing. Besides, the specific data are provided, which is yielded to reach the end’s key targets. More specifically, this paper’s results are linked to students’ attitudes regarding learning writing by applying peer assessment that will help the teachers select the more compatible method for writing class in the foreseeable future.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ngo Nhat Phuong Quynh
PY  - 2021
DA  - 2021/03/01
TI  - Using Peer Assessment in Writing for EFL Learners
BT  - Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)
PB  - Atlantis Press
SP  - 297
EP  - 302
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210226.037
DO  - 10.2991/assehr.k.210226.037
ID  - Quynh2021
ER  -