The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners

Metathesis: Journal of English Language, Literature, and Teaching

View Publication Info
 
 
Field Value
 
Title The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners
 
Creator Suherman, Andri
 
Subject Three assessment types, text revision, EFL students
 
Description This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.
 
Publisher English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer
 
Contributor
 
Date 2019-10-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1473
10.31002/metathesis.v3i2.1473
 
Source Metathesis: Journal of English Language, Literature, and Teaching; Vol 3, No 2 (2019): Metathesis: Journal of English Language, Literature, and Teaching; 146-157
2580-2720
2580-2712
10.31002/metathesis.v3i2
 
Language eng
 
Relation http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1473/1014
 
Rights Copyright (c) 2019 Metathesis: Journal of English Language, Literature, and Teaching
http://creativecommons.org/licenses/by-sa/4.0
 

Contact Us

The PKP Index is an initiative of the Public Knowledge Project.

For PKP Publishing Services please use the PKP|PS contact form.

For support with PKP software we encourage users to consult our wiki for documentation and search our support forums.

For any other correspondence feel free to contact us using the PKP contact form.

Find Us

Twitter

Copyright © 2015-2018 Simon Fraser University Library