The effects of integration of online peer- and self-assessment on college students’ English writing

• Main Authors: Ting-jung Chang, 張庭蓉
• Other Authors: Hsiu-ling Chen
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/htsz23

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 102 === The main purpose of this study was to explore the effects of integration of peer- and self-assessment on college students’ English writing performance and English writing motivation. The study adopted purposive sampling method, and they were 44 students of two classes from a college in Taipei City. The research was quasi-experimental design. The participants were divided into two groups, experimental and control. From pre-test to post-test, students wrote three English writings. The experimental group conducted the integration of peer- and self-assessment, while the control group conducted peer-assessment only. In detail, students in experimental group gave feedback on one peer’s and his/her own English writings, while students in control group gave feedback on two peers’ English writings. Students had to revise their own writings based on feedback they received. The results showed that there was no significant difference on post-tests of English writing performance of both groups; however, post-tests of English writing performances of both groups were significantly higher than pre-tests. Students in the experimental group indicated the integration of peer- and self-assessment was beneficial to improve English writing performance, especially the organization and grammar parts. Students in control group mentioned peer-assessment was helpful to improve English writing performance, especially the grammar parts. As to English writing motivation, there was no significant difference on post-tests of English writing motivation of both groups. Although the post-test of English writing motivation of experimental group was significantly lower than pre-test, both groups indicated they learned a lot from the integration of peer- and self-assessment. Finally, both groups held positive attitude toward the course arrangement.