Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom

Autor/inn/en	Ubaque Casallas, Diego Fernando; Pinilla Castellanos, Freddy Samir
Titel	Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 18 (2016) 2, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Action Research; Language Teachers; Persuasive Discourse; Audio Equipment; Cooperative Learning; Teaching Methods; Intervention; Peer Evaluation; Oral Language; Foreign Countries; Student Attitudes; Semi Structured Interviews; Colombia (Bogota) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Projektforschung; Language teacher; Sprachunterricht; Persuasion; Persuasive Kommunikation; Audio-CD; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Schülerverhalten
Abstract	This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners' argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners' awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01