Exploring the Differential Impact of Self-Assessment, Peer-Assessment, and Instructor-Assessment on the Enhancement of EFL Writing Proficiency

Fatemeh Kheybarzadeh Tizkharab

doi:10.61227/djpx9z41

Authors

Fatemeh Kheybarzadeh Tizkharab Islamic Azad University of Urmia, Urmia, Iran

DOI:

https://doi.org/10.61227/djpx9z41

Keywords:

Assessment, Instructor-assessment, Online Assessment, Peer-assessment, Self- Assessment

Abstract

The present study employed a mixed-method design to investigate the effectiveness of alternative assessment in enhancing language performance. A total of 70 Iranian English as a Foreign Language (EFL) learners participated in this research. All participants were advanced students enrolled in three intact classes at an online language center located in Urmia, Iran. The primary focus of the study was to examine the impact of self-assessment and peer-assessment in comparison with instructor-assessment on the development of writing skills among Iranian EFL learners within an online learning environment. For the quantitative phase of the study, which followed a true-experimental design, the three intact classes were randomly assigned into two experimental groups (self-assessment group, N=25; peer-assessment group, N=25) and one control group (instructor-assessment group, N=20). To address the research questions of the quantitative phase, a mixed-design Analysis of Covariance (ANCOVA) was conducted. This analysis included one within-subject variable (writing performance), one between-subject variable (group type), and two covariates (scores from the Oxford Online Placement Test [OOPT] and the writing pre-test). The findings indicated that the self-assessment group achieved significantly higher post-test scores in both rating measures compared to the peer-assessment and instructor-assessment groups. Although all three groups demonstrated significant improvement from pre-test to post-test, the self-assessment group exhibited the greatest gains. The qualitative phase of the study, which was exploratory, descriptive, and interpretive in nature, revealed that the majority of students believed that engaging in self-assessment processes—when supported by instructor guidance—contributed positively to their writing development. Additionally, the results showed that students were more capable of identifying their writing difficulties and improving their performance when they received feedback from their peers.

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