摘要：Peer assessment known as an effective technique in improving English as a Foreign Language (EFL) learners' achievement as well as their autonomy has taken a new form thanks to the employment of electronic applications and web-based tools. The purpose of this study was to explore the effects of employing electronic peer assessment on Iranian EFL learners’ writing ability and autonomy. To achieve the goals of the study a sample including 48 Iranian upper-intermediate EFL learners were selected from among 90 female learners studying English in a language institute in Kashmar, Khorasan Razavi, according to their scores in Quick Placement Test (QPT), Version1. These participants were randomly assigned to control (N=24) and experimental (N=24) groups. Both groups took writing pretest and Learner Autonomy Questionnaire developed by Zhang and Li (2004). Throughout the experiment which lasted for 12 sessions, the experimental group benefited from the treatment, electronic peer assessment. However, the control group received the same treatment but peer assessment technique was carried out without any electronic interventions. Finally, both groups sat for the posttest being the same as the pretest. In addition, a semi-structured interview was conducted to the participants in the experimental group. Results of data analysis indicated the experimental group's outperformance in both writing and autonomy scale administered at the end of the study. Results of qualitative data (interview), also, showed that these participants had positive beliefs about employing electronic peer assessment. Pedagogically, the present findings support the employment of the treatment in EFL settings.
其他摘要：Peer assessment known as an effective technique in improving English as a Foreign Language (EFL) learners' achievement as well as their autonomy has taken a new form thanks to the employment of electronic applications and web-based tools. The purpose of this study was to explore the effects of employing electronic peer assessment on Iranian EFL learners’ writing ability and autonomy. To achieve the goals of the study a sample including 48 Iranian upper-intermediate EFL learners were selected from among 90 female learners studying English in a language institute in Kashmar, Khorasan Razavi, according to their scores in Quick Placement Test (QPT), Version1. These participants were randomly assigned to control (N=24) and experimental (N=24) groups. Both groups took writing pretest and Learner Autonomy Questionnaire developed by Zhang and Li (2004). Throughout the experiment which lasted for 12 sessions, the experimental group benefited from the treatment, electronic peer assessment. However, the control group received the same treatment but peer assessment technique was carried out without any electronic interventions. Finally, both groups sat for the posttest being the same as the pretest. In addition, a semi-structured interview was conducted to the participants in the experimental group. Results of data analysis indicated the experimental group's outperformance in both writing and autonomy scale administered at the end of the study. Results of qualitative data (interview), also, showed that these participants had positive beliefs about employing electronic peer assessment. Pedagogically, the present findings support the employment of the treatment in EFL settings.
