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All Journal Journal of Research in Instructional
Zekarias , Adane Paulos
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Education Languange, Linguistic, Communication & Media Mathematics Other

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In-service EFL students’ peer assessment for the enhancement of their writing skills Zekarias , Adane Paulos
Journal of Research in Instructional Vol. 2 No. 2 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i2.50

Abstract

This study attempted to investigate the extent to which peer assessment activities contribute to enhance in-service EFL students’ writing skills.  Based on the constructivist theory, a case study design was implemented and both qualitative and quantitative research approaches were used to explore how 120 in-service students at Dilla University, Ethiopia, took part and responded to peer assessment activities to improve their writing competencies.  Data was gathered through four tools, namely, questionnaire, focus group interviews, observation and document analysis.  The findings suggest that peer assessment activity, though students’ perceptions and past experience impact, can aid peers in developing their writing performance through interaction, sharing feedback and addressing the challenges they face in the process of writing.
Contributions and controversies of self-assessment to the development of writing skill Zekarias , Adane Paulos
Journal of Research in Instructional Vol. 3 No. 1 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i1.94

Abstract

The current study investigated how self–assessment activity contributes to the development of EFL student writing skills. This study used qualitative and quantitative approaches to explore how in-service students develop their writing skill through this assessment. A total of 120 third-year students registered for taking writing course were purposively sampled. Pre and post intervention questionnaires were used to collect data from the all 120 subjects and focus group discussions were conducted with 10 subjects. Observation during the self-assessment activities was also among the tools used to collect data. The findings show that in-service students’ writing proficiencies can be improved through self-assessment activities. However, factors, including students’ awareness, their past practices and the difficulties related to the nature of writing can influence negatively on their performance.
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