Comparing Teacher-, Peer-, and Self-Assessment for Vocabulary Learning

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 6، شماره 3، خرداد 2018، صفحه 87-103   

نویسندگان

Hamid Marashi^* ؛ Elnaz Kafayi

Islamic Azad University at Central Tehran

چکیده

The present study was an attempt to investigate the comparative effect of teacher-, peer-, and
self-assessment on EFL learners’ vocabulary achievement. Accordingly, 90 female English
language learners selected out of an initial 140 intermediate EFL learners based on their
performance on a sample piloted PET took part in the study. All three groups were taught by
the same teacher using the same course book. Moreover, they received the same hours of
instruction and teaching aids in the same physical environment; therefore, the most
significant point of departure in the three experimental groups in the present study was the
form of feedback and assessment presented in the classroom. Each group enjoyed its own
specific feedback throughout the treatment period. The findings of this study revealed that the
participants’ vocabulary improved significantly in the self-assessment and peer assessment
groups compared to the teacher assessment group. Meanwhile, the learners in the peer- and
self-assessment groups bore no significant difference with one another. The findings of this
study could be used by EFL teachers and syllabus designers to develop efficient vocabulary
teaching procedures.

کلیدواژه‌ها

vocabulary learning؛ Assessment؛ self-assessment؛ Peer Assessment؛ teacher assessment

مراجع

Ableeva, R., & Lantolf, J. P. (2011). Mediated dialogue and the micro-genesis of second
language listening comprehension. Assessment in Education, 18(3), 133-149.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
94
Alderson, J. C., & Banerjee, J. (2002). State of the art review: Language testing and
assessment (part two). Language Teaching, 35(2), 79-113.
Alias, M., Masek, A., & Salleh, H. D. (2015). Self, peer and teacher assessments in problem
based learning: Are they in agreements? Social and Behavioral Sciences, 204, 309-317.
Amo, E., & Jareno, F. (2011). Self, peer and teacher assessment as active learning methods.
Research Journal of International Studies, 18, 41-48.
Andrade, H. & Du, Y. (2007). Student responses to criteria-referenced self-Assessment.
Assessment and Evaluation in Higher Education, 32(2), 159-181.
Ariafar, M., & Fatemipour, H. R. (2013). The effect of self-assessment on Iranian EFL
learners’ speaking skill. International Journal of Applied Linguistics & English Literature, 2
(4), 25-32.
Ashraf, H., & Mahdinezhad, M. (2015). The role of peer-assessment versus self-assessment
in promoting autonomy in language use: A case of EFL learners. Iranian Journal of
Language Testing, 5 (2), 110-120.
Avila, E., & Sadoski, M. (1996). Exploring new applications of the keyword method to
acquire English vocabulary. Language Learning, 46, 379-395.
Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias.
Language Testing in Asia, 3(11), 12-24.
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: OUP.
Baleghizadeh, S., & Masoun, A. (2014). The effect of self-assessment on EFL learners’ selfefficacy.
TESL Canada Journal, 31(1), 42-58.
Baracraft, J. (2004). Effects of sentence writing in L2 lexical acquisition. Second Language
Research, 20, 303-334.
Bernhardt, V. (2013). Data, data, everywhere: Bringing all the data together for continuous
school improvement. London: Routledge.
Birjandi, P., & Ahmadi, H. (2013). Authenticity in second language assessment: A socialconstructivist
perspective. Advances in Asian Social Science, 4(3), 899-903.
Blachowiez, C. L., & Fisher, P. (2004). Vocabulary lessons. Educational Leadership, 61(6),
66-69.
Boud, D. (2013). Enhancing learning through self-assessment (2nd ed.). London: Routledge.
Brew, A. (1995). What is the scope of self-assessment? In D. Boud (Ed.), Enhancing learning
through self-assessment (pp.48-63). London: Kogan Page.
Brown, N. A., Dewey, D. P., & Cox, T. L. (2014). Assessing the validity of can‐do
statements in retrospective (then‐now) self‐assessment. Foreign Language Annals, 47(2),
261-285.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
95
Butler, Y. G., & Lee, J. (2006). On‐task versus off‐task self‐assessments among Korean
elementary school students studying English. The Modern Language Journal, 90(4), 506-518.
Carter, R. (1998). Vocabulary: Applied linguistic perspectives. New York: Routledge.
Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language
Testing, 22(1), 93-121.
Conrad, S. M., & Goldstein, L. M. (1999). ESL student revision after teacher-written
comments: Text, contexts, and individuals. Journal of Second Language Writing, 8(2), 147-
179.
De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary. Studies in
Second Language Acquisition, 24, 81-112.
Erten, I. H., & Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words
in semantic sets versus semantically unrelated sets. System, 36, 407-422.
Fahimia, Z., & Rahimi, A. (2015). On the impact of self-assessment practice on writing skill.
Social and Behavioral Sciences, 192, 730-736.
Falchikov, N. (2001) Learning together: Peer tutoring in higher education. London:
Routledge.
Gardner, D. (2000). Self-assessment for autonomous language learners. Links and Letters,
7(1), 49-60.
Genç, B. (2004). New trends in teaching and learning vocabulary. Journal of Çukurova
University Institute of Social Sciences, 13(2), 117-126.
Ghaslani, R. (2015). The effect of self-assessment on Iranian EFL learners’ reading
comprehension skill. Journal of Academic and Applied Studies (Special Issue on Linguistics
& English Literature), 5(3), 1-9.
Glasson, T. (2009). Improving student achievement: A practical guide to assessment for
learning. Carlton, AU: Curriculum Corporation.
Gómez Sará, M. M. (2016). The influence of peer assessment and the use of corpus for the
development of speaking skills in in-service teachers. HOW, 23(1), 103-128.
Grigorenko, E. L., & Sternberg, R. G. (2002). Dynamic testing: The nature and measurement
of learning potential. New York: Cambridge University.
Gu, Y. (2010). Learning strategies for vocabulary development. Reflections on English
Language Teaching, 9(2), 105-118.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Edinburgh: Pearson
Education.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
96
Hassani, M. T., Sadeghi, B., & Mohammadi, M. (2017). The impact of games on EFL Iranian
learner’s vocabulary proficiency in second grade of high school. Journal of Teaching English
Language Studies, 6(1), 18-30.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses:
Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon.
Iraji, H. R., Enayat, M. J., & Momeni, M. (2016). The effects of self-and peer-assessment on
Iranian EFL learners' argumentative writing performance. Theory and Practice in Language
Studies, 6(4), 716-722.
Kayler, M., & Weller, K. (2007). Pedagogy, self-assessment, and online discussion groups.
Educational Technology and Society, 10(1), 136-147.
Khabiri, M., & Pakzad, M. (2012). The effect of teaching critical reading strategies on EFL
learners’ vocabulary retention. Journal of Teaching Language Skills, 31(1), 73-106.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and
vocabulary acquisition for students of different verbal abilities. The Modern Language
Journal, 78(3), 285-299.
Kunnan, A. J. (2013). Validation in language assessment. London: Taylor & Francis.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The
construct of task-induced involvement. Applied Linguistics, 22, 1-26.
Leontiev, A.N. (1981). Problems of the development of mind. Moscow: Progress Press.
Leung, C. (2014). Exploring language assessment and testing. ELT Journal, 2(1), 123-140.
Lim, H. (2007). A Study of self-and peer-assessment of learners’ oral proficiency. Language
and Linguistics, 2(2), 169-176.
Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2006). Self, peer, and teacher
assessment of student essay. Active Learning in Higher Education, 7(1), 51-62.
Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment.
Teaching in Higher Education, 11(3), 279-290.
Marashi, H., & Azarmi, A. (2012). The comparative effect of presenting words in
semantically related and unrelated sets in intentional and incidental learning contexts on
Iranian EFL learners’ vocabulary learning. Journal of Second Language Teaching and
Research, 1(2), 71-89.
Marashi, H., & Hatam, G. (2009). Using tasks in a content-based program: Does it enhance
vocabulary learning? Iranian Journal of Teaching English as a Foreign Language and
Literature, 1(4), 73-91.
Martinez, R., & Schmitt, N. (2015). Vocabulary. In Biber, D. &Reppen, R. (Eds.),
Cambridge handbook of English corpus linguistics (pp. 120-132). Cambridge: Cambridge
University Press.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
97
McCarthy, M., McCarten, J., & Sandiford, H. (2013). Touchstone (2nd ed.). Cambridge:
Cambridge University Press.
McCrostie, J. (2007). Examining learner vocabulary notebooks. ELT Journal, 61(3), 246-255.
McKeown, M. G., & Curtis, M. E. (2014). The nature of vocabulary acquisition. New York:
Psychology Press.
Mican, A. D., & Medina, L. C. (2015). Boosting vocabulary learning through self-assessment
in an English language teaching context. Assessment and Evaluation in Higher Education, 2,
13-35.
Min, H. T. (2006). The effect of trained peer review on EFL students’ revision types and
writing quality. Journal of Second Language Writing, 15, 118-141
Naeimi, M., & Foo, T. C. V. (2013). The study of direct vocabulary learning strategies in
reading comprehension: The case of Iranian context. Journal of Higher Education Theory
and Practice, 2(1), 95-98.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge
University Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian
Modern Language Review, 63(1), 59-82.
Nation, I. S. P. (2010). Second language vocabulary development. New York: Newbury.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated
learning: A model and seven principles of good feedback practice. Studies in Higher
Education, 31(2), 199-218.
Noonan, B., & Duncan, R. (2005). Peer and self-assessment in high schools. Practical
Assessment, Research and Evaluation, 10(17), 1-17.
Nowrozi Larsari, V., & Sadegh Oghli, H. (2016). On the effect of self-assessment and peerassessment
on Iranian EFL learners' learner autonomy. Journal of Language and Linguistics,
2 (1), 26-31.
Orsmond, P., Merry, S., & Reiling, K. (1996). The importance of marking criteria in the use
of peer assessment. Assessment and Evaluation in Higher Education, 21(3), 239-250.
Poehner, M., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom.
Language Teaching Research, 9(3), 233-265.
Puegphrom, P., & Chiramanee, T. (2013). The effectiveness of implementing peer
assessment on students’ writing proficiency. The 3rd International Conference on Humanities
and Social Sciences. April 2, 2011, Faculty of Liberal Arts, Prince of Songkla University.
Proceedings: Factors Affecting English Language Teaching and Learning. Songkla,
Thailand: Prince of Songkla University Press.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 3, Wintetr 2018
98
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24,
146-161.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching.
Cambridge: Cambridge University Press.
Salimi, M., Kargar, A., & Behjat, F. (2014). Writing self-assessment and its impact on EFL
learners' writing ability. International Journal of Language Learning and Applied Linguistics
World (IJLLALW), 6 (4), 587-604.
Saslow, J., & Ascher, A. (2011). Top notch. London: Pearson.
Sarani, A., & Izadi, M. (2016). Diagnosing L2 receptive vocabulary development using
dynamic assessment: A microgenetic study. Journal of Teaching Language Skills, 35(2), 161-
189.
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows.
Language Learning, 64(4), 913-951.
Shams, N., & Tavakoli, M. (2014). The effect of peer, self, and traditional assessment on
Iranian EFL learners’ L2 reading comprehension. Journal of Applied Linguistics and
Language Research, 1(1), 29-44.
Smith, F. (2004). Understanding reading. New York: LEA.
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. Teaching
Development Journal, 2, 1-18.
Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
Tschirner, E. (2004). Breadth of vocabulary and advanced English study: An empirical
investigation. Electronic Journal of Foreign Language Teaching, 1(1), 27-39.
Vu, T. T., & Dall’Alba, G. (2007). Students’ experience of peer assessment in a professional
course. Assessment and Evaluation in Higher Education, 32(5), 541-556.
Wang, W. (2016). Using rubrics in student self-assessment: student perceptions in the
English as a foreign language writing context. Assessment and Evaluation in Higher
Education, 2(2), 1-13.
Weisi, H., & Nabi Karimi, M. (2013). The effect of self-assessment among Iranian EFL
learners. Procedia – Social and Behavioral Sciences, 70, 731-737.
White, E. (2009). Student perspectives of peer assessment for learning in a public speaking
course. Asian EFL Journal – Professional Teaching Articles, 33, 1-55.
Zimmerman, K. (2005). Newly placed versus continuing students: Comparing vocabulary
size. TESL Reporter, 38(1), 52-60.