摘要：This research was conducted to investigate whether there is any significant difference between the impact of teacher-assessment and peer-assessment on the personality feature of self-confidence of EFL learners. To fulfill the purpose of this study 60 female students from Resalat high school in Qazvin were selected non-probabilistically using convenience sampling strategy. These students who were in two classes first take a self-confidence test of 56 items. Then both classes underwent six sessions of reading comprehension practice followed by quizzes. In one class the test papers were scored by the teacher (i.e. teacher-assessment) and in another they were scored by classmates (i.e. peer-assessment). At the end of the program, the selfconfidence test was administered again. The means of pre- and post-tests of self-confidence were compared using t-test. Moreover, if the pre-tests of both classes were proved homogeneous, the results of post tests could be also compared for significance of any mean difference. Finally,the result showed that there was a significant difference between the effects of peer-assessment and teacher-assessment on EFL learners’ self confidence. After comparing the effects of teacher- and peer-assessment on the participants’self-confidence peer-assessment, however,turned out to be more effective in improving the EFL learners’ self-confidence than teacher-assessment.
