Publication:
Using Peer Assessment in Writing for EFL Learners

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datacite.subject.fos oecd::Social sciences::Educational sciences
dc.contributor.author Ngo Nhat Phuong Quynh
dc.date.accessioned 2022-11-02T02:28:51Z
dc.date.available 2022-11-02T02:28:51Z
dc.date.issued 2021
dc.description.abstract This study aimed at exploring the effect of using peer assessment in writing improvement of EFL students. In this paper, 30 students have to be guided by using a peer assessment approach in their writing skills in class, and after that, they take their classmates' feedback into account as a tool to reflect their improvement. What is crucial here is whether the peer assessment method can boost the learners' writing performance or not, as well as how profound their upgrade in writing is, which play an integral role in this paper. Additionally, some related papers are pointing out the benefits and drawbacks when the teachers apply the peer assessment in considering their students' progress in learning writing. Besides, the specific data are provided, which is yielded to reach the end's key targets. More specifically, this paper's results are linked to students' attitudes regarding learning writing by applying peer assessment that will help the teachers select the more compatible method for writing class in the foreseeable future.
dc.identifier.doi 10.2991/assehr.k.210226.037
dc.identifier.uri http://repository.vlu.edu.vn:443/handle/123456789/626
dc.language.iso en_US
dc.relation.ispartof Advances in Social Science, Education and Humanities Research
dc.relation.ispartof Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)
dc.relation.issn 2352-5398
dc.subject Writing performance
dc.subject Writing a paragraph
dc.subject Peer assessment approach
dc.subject The learners’ improvement.
dc.title Using Peer Assessment in Writing for EFL Learners
dc.type proceedings-article
dspace.entity.type Publication
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Journal Articles - Educational and Pedagogy - 2021