The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study

Meihami, Hussein; Varmaghani, Zeinab

doi:10.18052/www.scipress.com/ILSHS.9.39

ILSHS > ILSHS Volume 9 > The Implementation of Self-Assessment in EFL...

< Back to Volume

The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study

Withdrawn by author's request

Full Text PDF

Abstract:

Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students.

Info:

Periodical:

International Letters of Social and Humanistic Sciences (Volume 9)

Pages:

39-48

DOI:

https://doi.org/10.18052/www.scipress.com/ILSHS.9.39

Citation:

H. Meihami and Z. Varmaghani, "The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study", International Letters of Social and Humanistic Sciences, Vol. 9, pp. 39-48, 2013

Online since:

September 2013

Authors:

Hussein Meihami, Zeinab Varmaghani

Keywords:

EFL Writing Classroom, Elf Assessment, Upper Intermediate Students, Writing Skill Instruction

Export:

RIS, BibTeX, Text

Distribution:

Open Access

This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

[1] Andrade, H. L. Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.

DOI: https://doi.org/10.1080/00220670309596625

[2] Andrade, H. L., Du, Y., Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing. Educational Measurement, 27(2), 3-13..

[3] Baer, A. L. (2008). Creating a shared definition of good and bad writing through revision strategies. Middle School Journal, 39(4), 46-53.

DOI: https://doi.org/10.1080/00940771.2008.11461644

[4] Bandura, A. (1977). Social learning theory. New York: General Learning Press.

[5] Beach, R. (1986). Demonstrating techniques for assessing writing in the writing conference. College Composition and Communication, 37(1), 56-77.

DOI: https://doi.org/10.2307/357382

[6] Black, P., Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 79, 139-48.

DOI: https://doi.org/10.1177/003172171009200119

[7] Boud, D., Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549..

[8] Camp, H. (2012). The psychology of writing development and its implications for assessment. Assessing Writing, 17(2), 92-105.

DOI: https://doi.org/10.1016/j.asw.2012.01.002

[9] Collins, V. T. (2000). Freewriting in the middle: Self-help for college writers across the curriculum. In J.B. Smith & K.B. Yancey (Eds.), Student self-assessment and development in writing: A collaborative inquiry. (pp.105-124). Cresskill, NJ: Hampton Press.

[10] Dochy, F., Segers, M., Sluijsmans, D. (1999). The use of self-, peer, and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350..

[11] Falchikov, N., Boud, D. (1989). Student self-assessment in higher education: A meta- analysis. Review of Educational Research, 59(4), 395-430..

[13] Flower, L. S., Hayes, J. R., Carey, L., Schriver, K., Stratman, J. (1986). Detection, diagnosis, and the strategies of revision. College Composition and Communication, 37(1), 16-55.

DOI: https://doi.org/10.2307/357381

[14] Gray, A. (1991). Self-reflection and learner competence. Carleton Papers in Applied Language Studies, 8, 22-34.

[15] Harris, K. R., Graham, S., Mason, L. H., Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.

[16] Jonsson, A., Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144..

[17] Longhurst, N., Norton, L. S. (1997). Self-assessment in coursework essays. Studies in Educational Evaluation, 23, 319-330.

DOI: https://doi.org/10.1016/s0191-491x(97)86213-x

[18] McCarthy, P., Meier, S., Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 36, 465-471.

DOI: https://doi.org/10.2307/357865

[19] Oldi eld, K. A., Macalpine, J. M. K. (1995). Peer and self-assessment at the tertiary level: An experiential report. Assessment and Evaluation in Higher Education, 20(1), 125-132.

DOI: https://doi.org/10.1080/0260293950200113

[20] Ross, J. A., Rolheiser, C., Hogaboam-Gray, A. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing, 6(1), 107-132..

[21] Monirosadat Hosseini, Mohamad Ehsan Taghizadeh, Mohamad Jafre Zainol Abedin, Elham Naseri, (2013). In the Importance of EFL Learners' writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test? International Letters of Social and Humanistic Sciences, 6, 1-12.

DOI: https://doi.org/10.18052/www.scipress.com/ilshs.6.1

[22] Hussein Meihami, Bahram Meihami (2013). Correct I or I Don't Correct Myself: Corrective Feedback on EFL Students Writing. International Letters of Social and Humanistic Sciences, 7, 86-95.

DOI: https://doi.org/10.18052/www.scipress.com/ilshs.7.86

[23] Hussein Meihami (2013). Truscott's Claims in Giving Corrective Feedback: Does It Matter in EFL Writing Context? International Letters of Social and Humanistic Sciences, 8, 8-23.

DOI: https://doi.org/10.18052/www.scipress.com/ilshs.8.8

[24] Hussein Meihami (2013). Text-To-Speech Software: a New Perspective in Learning and Teaching Word Stress, Word Intonation, Pitch Contour, and Fluency of English Reading, International Letters of Social and Humanistic Sciences, 8 24-33. ( Received 15 August 2013; accepted 19 August 2013 ).

DOI: https://doi.org/10.18052/www.scipress.com/ilshs.8.24

Show More Hide

Cited By:

[1] H. Iraji, M. Enayat, M. Momeni, "The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance", Theory and Practice in Language Studies, Vol. 6, p. 716, 2016

DOI: https://doi.org/10.17507/tpls.0604.08

[2] K. Al-Mwzaiji, A. Alzubi, "Online self-evaluation: the EFL writing skills in focus", Asian-Pacific Journal of Second and Foreign Language Education, Vol. 7, 2022

DOI: https://doi.org/10.1186/s40862-022-00135-8