The impact of training adolescent EFL learners on their perceptions of peer assessment of writing

Abstract

Peer assessment (PA) has been increasingly used as an alternative method of engaging learners in the development of their own learning. However, very little research has been conducted in the Cypriot and Greek educational systems. This paper describes part of a research project conducted in a Cypriot State EFL Institute. Forty adolescent ‘English as a Foreign Language (EFL)’ students were involved in PA of writing in an attempt to improve their writing performance and attitudes towards the assessment of writing. Learners received training since they had no PA experience prior to the study. The students’ attitudes were canvassed both prior to the PA training and at the end of it by means of a PA questionnaire. The findings showed that students’ response to PA was: (a) negative before the training, and b) positive after the training. This study concludes that PA is an innovative method and students have to be given time, training and support to adapt to it, in order to perform to the best of their ability and exploit its full potential.

Keywords

• peer assessment
• alternative
• writing
• secondary education
• attitudes
• training