The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selec...

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Autores principales:	Maryam Ebrahimi, Siros Izadpanah, Ehsan Namaziandost
Formato:	article
Lenguaje:	EN
Publicado:	Hindawi Limited 2021
Materias:	Education (General) L7-991
Acceso en línea:	https://doaj.org/article/d678b2bf9ff947ef8cfb9b4267637717
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spelling	oai:doaj.org-article:d678b2bf9ff947ef8cfb9b42676377172021-11-08T02:36:14ZThe Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness2090-401010.1155/2021/9307474https://doaj.org/article/d678b2bf9ff947ef8cfb9b42676377172021-01-01T00:00:00Zhttp://dx.doi.org/10.1155/2021/9307474https://doaj.org/toc/2090-4010One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.Maryam EbrahimiSiros IzadpanahEhsan NamaziandostHindawi LimitedarticleEducation (General)L7-991ENEducation Research International, Vol 2021 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991
spellingShingle	Education (General) L7-991 Maryam Ebrahimi Siros Izadpanah Ehsan Namaziandost The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
description	One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.
format	article
author	Maryam Ebrahimi Siros Izadpanah Ehsan Namaziandost
author_facet	Maryam Ebrahimi Siros Izadpanah Ehsan Namaziandost
author_sort	Maryam Ebrahimi
title	The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
title_short	The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
title_full	The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
title_fullStr	The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
title_full_unstemmed	The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
title_sort	impact of writing self-assessment and peer assessment on iranian efl learners’ autonomy and metacognitive awareness
publisher	Hindawi Limited
publishDate	2021
url	https://doaj.org/article/d678b2bf9ff947ef8cfb9b4267637717
work_keys_str_mv	AT maryamebrahimi theimpactofwritingselfassessmentandpeerassessmentoniranianefllearnersautonomyandmetacognitiveawareness AT sirosizadpanah theimpactofwritingselfassessmentandpeerassessmentoniranianefllearnersautonomyandmetacognitiveawareness AT ehsannamaziandost theimpactofwritingselfassessmentandpeerassessmentoniranianefllearnersautonomyandmetacognitiveawareness AT maryamebrahimi impactofwritingselfassessmentandpeerassessmentoniranianefllearnersautonomyandmetacognitiveawareness AT sirosizadpanah impactofwritingselfassessmentandpeerassessmentoniranianefllearnersautonomyandmetacognitiveawareness AT ehsannamaziandost impactofwritingselfassessmentandpeerassessmentoniranianefllearnersautonomyandmetacognitiveawareness
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The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

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