On the comparative impact of self-assessment and peer assessment on Iranian male and female EFL learners’ accuracy in speech
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Abstract
The current study tried to explore the effects of assessment types and learners’ gender on EFL learners’ performance in speech accuracy. To this end, 60 homogenous students out of 90 students from Rahe Farda Institute in Bastak in Hormozgan province were selected based on the Quick Oxford Placement Test. The instruments of the study were an Oxford Placement Test, peer and self-assessment questionnaires adopted from Patri and Weir’s Analytic Speaking Criteria. The results were calculated using SPSS version 20. It can be seen that the means were close together, but the mean score for the male students was a little higher than that of the female students. According to the outcomes, assessment types had a significant influence on performance in speech accuracy and peer-assessment was more effective than self-assessment on performance in speech accuracy.
Keywords: Peer assessment, self-assessment, speech;
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