This study reports a research project which compared teacher and peer assessment of English university students' compositions. In addition, it investigated possible friendship bias in peer assessment as well as the impacts of this practice on learners' attitudes towards it. To this aim, a total of 38 university students of English who were passing their writing course took a proficiency test and filled in a pre-questionnaire. Afterwards, training and practice sessions on using Jacobs et al.'s composition profile followed. The actual peer assessment of compositions, teacher assessment, and administration of a post-questionnaire were the subsequent practices employed respectively. To analyze the collected data from the 26 subjects who participated in all parts of the study paired-sample t-tests and chi square were applied. The results revealed no significant difference between the learners' peer assessment and teacher assessment. No friendship bias was found in peer assessment, but this practice led to the change of students' attitudes towards a positive perception on peer assessment.
As a praxis-based sequence these texts are specifically designed by the team of international scholars to engage in local in-country language pedagogy research. This exciting and innovative series will bring a dynamic contribution to the development of critical new literacies. With a focus on literacy teaching, research methods and critical pedagogy, the founding principle of the series is to investigate the practice of new literacies in English language learning and teaching, as negotiated with relevance to the localized educational context. It is being and working alongside people in the world that is at the core of the PELT viewpoint. The Praxis of English Language Teaching and Learning series will focus on inter-culturality and interdisciplinary qualitative inquiry and the dissemination of "non-colonised" research.
Abstract-The study was an attempt to evaluate the quality of the seventh and eighth grade English language textbooks for Iranian junior high school students which were presented at the elementary stage by the Ministry of Education in 2013 and 2014. This examination venture assessed two Prospect textbooks that were thought to be the establishment stone in the English language program in Iran. A study survey was utilized in this study to inspire the viewpoints of 80 English language teachers in Mahdishar, Shahmirzad, Semnan and Tehran, about the textbooks in question. The data were subjected to analysis through descriptive statistics. The discoveries of this examination study uncovered imperative focuses identified with the attributes of a decent course book. The discoveries were by and large for the course readings aside from the language skills in Prospect 1 and objectives in Prospect 2 and some other sub-items. The category that had the highest mean was the one on the content of the book in Prospect 1 and 2.
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