Proceedings of The 4th International Academic Conference on Education, Teaching and Learning
The Effect of Peer Assessment on Improvement of Iranian Pre- Intermediate EFL Learners’ Oral Production
Arezou Malek Gerdeh and Mehran Davaribina
Many researchers are currently interested in employing new assessment technique such as peer and self-assessment. The fundamental goals of such strategies are to increase student’s involvement in the classroom process and to share responsibility between teacher and students. The study’s main aim was to discover the effect of applying peer assessment on the improvement of Pre-intermediate Iranian EFL learner’s oral production. The participants were randomly assigned into four groups (control and experimental) based on their gender, with 20 students in each group. The experimental groups received treatment while the control groups ran traditional sessions. A peer-assessment questionnaire was given to the experimental groups, also the Oxford placement test and Cambridge Oral test (COT) was used as pre-and post-test of the study. The design of the study was true-experimental, randomized, and pre-test and post-test. One-way ANOVA was run to measure the significant difference between proficiency levels before the main phase of the study. After finishing the data collection process, two-way ANOVA was used to see whether any improvement has taken place as a result of treatment. The present study outcomes indicated that there was statistically significant difference between experimental and control groups (p = .000), but there was not statistically significant difference between male and female i.e., gender (p = .975).
keywords: Assessment, Oral production, Peer-assessment, Traditional-assessment, EFL.