<p>Learner’s language proficiency and knowledge need to be evaluated based on different methods (Orsmond, Merry & Reiling (2000); Pope 2005). Authentic assessment attained by using real evidence is also achievable (Barbera 2009 and Barrett 2007). This authentic assessment can be achieved through cooperation between teachers and learners. Peer- assessment as one of these alternative assessments seeks a new way for authentic assessment. Importance of peer-assessment is also reported in previous studies. Although there are some unrecognized aspects, peer-assessment is considered to be effective (Shepard 2000 and Topping 1998).</p>
The purpose of this study was to investigate whether intentional vocabulary learning, incidental vocabulary learning, or a combination of the two best prepares students for learning and retaining vocabulary in English as foreign language learning (EFL) classrooms. Three experimental groups and three control groups were selected. All groups were given a pre-test and an immediate post-test after the instruction. A delayed post-test was administered to the experimental groups after the immediate post-test. The three experimental groups received the intervention-intentional, incidental, or a combination-while the three control groups received no vocabulary learning instruction. The results show that the mixed instructed group outperformed the other two groups and retained the vocabulary longer than the other groups. Incidental vocabulary learning placed second and intentional vocabulary learning placed third.
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