Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners

Ritonga, Mahyudin; Tazik, Khalil; Omar, Abdulfattah; Dehkordi, Elham Saberi

doi:10.1186/s40468-022-00188-z

Cited by 12 publications

(6 citation statements)

References 54 publications

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“…It takes time and effort to encourage learners' reading habits. Learners must be motivated to develop positive reading habits by according them with access to a diverse range of books (Ali et al, 2021;Awah, 2021;Barber & Klauda, 2020;Brå ten et al, 2022;Gunobgunob-Mirasol, 2019;Jodeck-Osses et al, 2021;Kazemi et al, 2020;Locher & Pfost, 2020;Meniado, 2021;Neisi et al, 2019;Nevo et al, 2020;Ritonga et al, 2022;Sun, 2023;Torppa et al, 2020;Xia et al, 2019;Xin & Yunus, 2020).…”

Section: Discussionmentioning

confidence: 99%

Nurturing Reading Logs to Foster Students’ Reading Habits

Madjdi,

Rusiana,

Nurcahyo

et al. 2024

WJEL

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Reading habit influences language proficiency. Teachers have used Extensive Reading (ER) as a strategy to enhance students’ reading habits. The present study investigated how reading logs influenced the reading habits of 28 EFL learners in Reading courses using a qualitative research approach. Data were collected using observations, classroom discussions, and students’ reading logs. Study participants were students enrolled in an Extensive Reading class who had undertaken an Intensive Reading class in the preceding semester as a prerequisite subject. Reading logs improved rates of reading. Nurturing reading logs helped students enhance their reading habits based on word count, number of books/articles read, and their reflections on their reading attitudes. Lecturers should promote a reading atmosphere in which students are encouraged to read for pleasure. All EFL learners should have access to more reader books and an ongoing schedule of extensive reading to foster good reading habits.

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Section: Discussionmentioning

confidence: 99%

Nurturing Reading Logs to Foster Students’ Reading Habits

Madjdi,

Rusiana,

Nurcahyo

et al. 2024

WJEL

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“…In another study, Ritonga et al (2022) looked at how peer evaluation affected the growth of Iranian EFL learners' , reading motivation (RM), vocabulary learning (VL), and reading comprehension (RC). To accomplish this, 60 Iranian EFL learners were chosen and separated into two groups: the CG and EG.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills

Kumar¹,

Soozandehfar²,

Hashemifardnia³

et al. 2023

Lang Test Asia

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Assessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

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“…Anent this, Ritonga [7] stressed that giving support and feedback helped the students to improve their language learning. Likewise, ONeil [8] found that students receiving feedback mechanism responded more positively and more satisfied with the advice they received.…”

Section: Level Of Language Learning Self-efficacymentioning

confidence: 99%

Reading Motivation, Language Learning Self-efficacy and Test-taking Strategy: A Structural Equation Model on Academic Performance of Students

Ancheta

Napil²

2022

AJESS

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Aims: To determine the best fit model for the academic performance of students using reading motivation, language learning self-efficacy, and test-taking strategy as exogenous variables, and academic performance as the endogenous variable. Study Design: This research used Structural Equation Modeling (SEM). Place and Duration of Study: The study was conducted at public high schools of SOCCSKSARGEN or Region 12 in the Philippines during the school year 2021-2022. Methodology: The respondents of the study were 400 public high school students. The respondents were chosen using stratified random sampling. A four-part questionnaire was utilized to collect the data. All items in each indicator of the four variables revealed a good interpretation which means they were valid and reliable. Results: Reading tough books to achieve excellent marks, perform well in class, and gain attention from teachers and parents is less likely to drive students. Students used to evaluate their language learning requirements, define the abilities they wished to develop, pick effective study techniques, and set aside gadgets when studying. They also used to read the question before looking for hints in the relevant content, extract the essential lines that convey the major ideas, concentrate on titles, names, numbers, quotations, or instances, and comprehend the overall context to infer an option. The survey discovered that most of the time, students utilized it to determine the progress of their learning and create learning objectives. It was also found that there was a link between the exogenous variables and the academic performance of students. Conclusion: Students observed variables on reading motivation and academic performance. There was a positive and significant relationship between reading motivation, language learning self-efficacy, and test-taking strategy. Thus, this study supported Reynolds and Walberg's theory of academic achievement.

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Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners

Cited by 12 publications

References 54 publications

Nurturing Reading Logs to Foster Students’ Reading Habits

Nurturing Reading Logs to Foster Students’ Reading Habits

Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills

Reading Motivation, Language Learning Self-efficacy and Test-taking Strategy: A Structural Equation Model on Academic Performance of Students

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