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Peer versus Teacher Assessment: Implications for CAF Triad Language Ability and Critical Reflections
Peer reviewed
Direct linkGhahari, Shima; Farokhnia, Farzaneh – International Journal of School & Educational Psychology, 2018
Literature on the learning benefits and interpersonal mechanisms of peer assessment (PA) and teacher assessment (TA) has been inconsistent. As part of a large-scale study, the research reported here has addressed the effect of formative PA on language grammar uptake and complexity, accuracy, and fluency triad scale levels, in comparison both to TA…
Descriptors: Reflection, Formative Evaluation, Peer Evaluation, Grammar
Download full textAbbasian, Gholam-Reza; Pooshaneh, Leila – Online Submission, 2015
Many empirical investigations have demonstrated that explicit Focus on Form (FOF) methods are more effective than implicit Focus on Meaning (FOM) methods (Norris & Ortega, 2000), because in FOF instruction learners' attention is drawn to linguistic form while FOM instruction requires learners' attention to communicate (Ellis, 2001). However,…
Descriptors: Teaching Methods, Quasiexperimental Design, Adult Learning, English (Second Language)
Shariat, Arghavan; Malekpour, Mokhtar; Ghamarani, Amir – International Journal of Education and Literacy Studies, 2013
Attention deficit hyperactivity disorder (ADHD) is one of the most common neuropsychological childhood disorders that causes inconvenience to children, families, and the society. The objective of the present research is to investigate the effect of teaching Couples' Communication Model on the symptoms of ADHD in 4-9 year-old students. For this…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Models, Communication Skills
Baleghizadeh, Sasan; Masoun, Atieh – TESL Canada Journal, 2013
This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…
Descriptors: Self Evaluation (Individuals), English (Second Language), Second Language Learning, Second Language Instruction
Omrani, Soghra; Fardanesh, Hashem; Hemmati, Nima; Hemmati, Naser – Turkish Online Journal of Distance Education, 2012
Instruction, even when designed and based on sound instructional principles, oftentimes does not stimulate learners' motivation to learn. The result may be that learners may not be motivated to pursue lifelong learning and use the knowledge and skills learned to deliver patient care. The purpose of this study was to identify an appropriate…
Descriptors: Learning Motivation, Lifelong Learning, Teaching Methods, Instructional Design
Keyvanfar, Arshya; Bakshiri, Naeimeh – Journal on English Language Teaching, 2011
Recently ELT has witnessed the debate between the proponents of non-interventionist and interventionist views towards SLA. The former, also known as zero option, sees L2 acquisition as an incidental process leaving no role for instruction (Krashen, 1981; Prbhu, 1987), while the latter considers instruction effective and even crucial for some…
Descriptors: English (Second Language), English Instruction, English Language Learners, Intervention
