The impact of peer-assessment on intermediate level students’ writing

Abstract

Purpose-The study aimed to investigate the impact of peer assessment on intermediate-level students’ writing in the Armenian EFL context. Additionally, it aimed to examine the students’ attitude toward peer feedback practice. Design/Methodology/Approach-This study used a mixed-method quasi-experimental approach to ensure the credibility of the data. The study was employed in treatment and control groups. The study instruments are pre and post-writing essays, checklists, interviews, and surveys. The data were analyzed with excel and SPSS. Findings- The findings illustrated that the improvements made in the treatment and control groups were statistically significant and the students of both the treatment and the control groups had a positive attitude towards peer assessment. However, based on the descriptive analysis the students of the treatment group enhanced their writing more than the students of the control group. Research limitations/Implications- The sample size for the study was small, the teachers of the two groups were not the same, and the time given for training was short.