Alternative Assessment: The Impact of Self-assessment vs. Peer-assessment on Iranian Intermediate EFL Learners’ Paragraph Writing Ability

Ghazizadeh, Marzieh; Bazargani, Davood Taghipour

doi:10.32038/ltrq.2019.10.01

Cited by 1 publication

(1 citation statement)

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“…However, this research field is still in its infancy due to the lack of consideration of self-assessment at different levels of education in non-western countries (for reviews, see Riazi et al, 2018 ; Zheng and Yu, 2019 ) and the possible tension it creates in “teacher-centered” learning contexts ( Carless, 2011 ). With little attention paid to EFL writing in early research on self-assessment, there has been an increase in the number of studies in Asian and African countries, especially in recent years during the Pandemic COVID-19 (e.g., Bouziane and Zyad, 2018 ; Ghazizadeh and Taghipour Bazargani, 2019 ; Liu and Brantmeier, 2019 ; Mat and Par, 2022 ; Rezai et al, 2022 ; Takrouni and Assalahi, 2022 ). Some of those studies have investigated the effects of implementing self-assessment in the EFL writing class and have reported significant benefits of such an approach ( Matsuno, 2009 ; Birjandi and Siyyari, 2010 ; Birjandi and Hadidi Tamjid, 2012 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Zhang¹,

Zhang

Parr

et al. 2022

Front. Psychol.

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With the growing need to nurture students’ independent learning, English language teaching (ELT) practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language (EFL) teachers’ attitudes toward, and self-efficacy beliefs about, implementing self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers’ attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers’ knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers’ understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers’ attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms.

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