The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

Autor/inn/en	Almahasneh, Abdallah Mohammad Salem; Abdul-Hamid, Samsiah
Titel	The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia
Quelle	In: Arab World English Journal, 10 (2019) 1, S.105-115 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Almahasneh, Abdallah Mohammad Salem) ORCID (Abdul-Hamid, Samsiah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Instructional Effectiveness; Peer Evaluation; Feedback (Response); Teaching Methods; Writing Achievement; Writing Improvement; Essays; Arabs; High School Students; Adolescents; Grade 10; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Arab; Araber; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland
Abstract	Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student's writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01