Zhao, H (2014) Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68 (2). pp. 155-168. ISSN 0951-0893
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 19 Mar 2018 15:20 |
Last Modified: | 19 Mar 2018 15:20 |
Status: | Published |
Publisher: | Oxford University Press |
Identification Number: | 10.1093/elt/cct068 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:121110 |