Science for Education Today, 2020, vol. 10, no. 5, pp. 7–27
© Azizi M., Kralik R., Petrikovicova L., Tkáčová H., 2020
UDC: 
378+159+314

A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production [In English]

Azizi M. 1 (Babolsar, Islamic Republic of Iran), Kralik R. 2 (Nitra, Slovak Republic), Petrikovicova L. 3 (Nitra, Slovak Republic), Tkáčová H. 4 (Zilina, Slovak Republic)
1 University of Mazandaran
2 Contantine the Philosopher University in Nitra
3 University in Nitra
4 University of Zilina
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Abstract: 

Introduction. The purpose of the current study is to investigate self-assessment and peer feedback as two helpful strategies for facilitating teaching and learning in language classrooms and to investigate the effects of these techniques on EFL learners' oral performance.
Materials and Methods. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted.
The participants of the study were two groups of five EFL learners who were called self-assessment group and peer feedback group. The self-assessment and peer feedback techniques were incorporated to the self-assessment and peer feedback group respectively. There were a pretest and posttest sessions and four sessions of treatment were between the pretest and posttest.
The instruments used in this study were storyboards and checklists. The data was collected via recording device and then it was transcribed for further analysis. Some parts of the data were also analyzed qualitatively.
Results. The findings of the present study showed that both techniques are helpful in different aspects of oral performance. Self-assessment had significant effects on the use of correct error- free clauses, subject verb agreement, word choice and tense consistency and also the features of fluency and organization.
Conclusions. Peer feedback also improved the use of error-free clauses and fluency but not the other items. But there is no significant difference between the two techniques.

Keywords: 

Self-assessment; Peer feedback; Oral production; Autonomy.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:44193021

Prominence Percentile SciVal: 95.252 Peer Assessment | Collaborative Writing | Teacher Feedback

https://www.scopus.com/record/display.uri?eid=2-s2.0-85096837706&origin=...

A comparative study of the effects of self-assessment and peer feedback on literature students' oral production

For citation:
Azizi M., Kralik R., Petrikovicova L., Tkáčová H. A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production [In English]. Science for Education Today, 2020, vol. 10, no. 5, pp. 7–27. DOI: http://dx.doi.org/10.15293/2658-6762.2005.01
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Date of the publication 31.10.2020