The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners

Document Type: Original Article

Authors

English Department, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.

Abstract

Students’ assessment has numerous benefits like engaging students with their learning, and making them aware of their weaknesses. This study attempts to investigate the role of self-assessment and peer-assessment in promoting autonomy in language use with a focus on speaking skill. To carry out the research 48 EFL Iranian learners with the similar level of proficiency were chosen among 110 learners, and were put into two groups: experimental (n=24) and control (n=24). Then, they were given a pre-test on learner autonomy, and a pre-test for their speaking ability. In experimental group, the teacher provided the learners a series of activities through which they were asked to evaluate their peers' language during 12 sessions. In the control group, without any change in their common teaching and learning process, the students were required to assess their own language. Finally, both groups of students were asked to take the same tests as post-test. The results of data analysis showed that the participants in experimental group outperformed those in control group revealing the positive effect of peer-assessment on leaners' autonomy. Furthermore, the results of analysis of data from speaking test indicated that there is a significant difference between experimental and control group. It can be concluded that peer-assessment has more significant effect on EFL learners’ autonomy and speaking skill than self-assessment. 

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