PEER EVALUATION'S IMPACT ON EFL LEARNERS’ LANGUAGE LEARNING, MORPHOLOGY UNDERSTANDING, AND VOCABULARY ACQUISITION
Abstract
The primary goal of this study is to increase readers' understanding of assessment for language learning and development, particularly as it relates to morphology for students of EFL (English as a Foreign Language). We also consider noting the many assessment methods that might be employed to determine how well EFL students understand morphology. Second, we'll go over a variety of language-improvement strategies that we could use to help EFL students better understand English morphology. We'll look at a few benefits of peer evaluation for EFL learners' vocabulary and morphological comprehension in the third segment. This study will go over peer assessment's benefits, the process of language improvement in English morphology, and evaluation as a critical component of language learning.
Keywords: morphology, assessment, affixation, compounding, conversion, etc.
Full Text:
PDFReferences
Garcia, T., & Pearson, P. D. (2014). Assessment and diversity. In Encyclopedia of language and education (pp. 1-14). Springer.
Liu, M., & Chuang, Y. C. (2010). Morphological instruction and vocabulary learning: A review of literature. Journal of Language Teaching and Research, 1(1), 43-48.
Zarei, A. A., & Kassaian, Z. (2015). The effect of formative assessment on EFL learners' writing performance. Journal of Applied Linguistics and Language Research, 2(5), 51-62.
Kanat-Maymon, Y. (2019). The effect of word formation activities on EFL learners' vocabulary knowledge and retention. Journal of Language Teaching and Research, 10(3), 580-587.
Kanat-Maymon, Y. (2019). The effect of word formation activities on EFL learners’ vocabulary knowledge and retention. Journal of Language Teaching and Research, 10(3), 580-587.
Pérez-Paredes, P., Aguado-Jiménez, P., & Gutiérrez-Artacho, J. (2012). Using corpora to teach English language learners about morphological variation. ReCALL, 24(3), 322-338.
Pacheco, M., Sánchez-Tornel, M., & González-Fernández, B. (2019). The effectiveness of morphological instruction in an EFL context: A review of the literature. Applied Linguistics Review, 10(3), 375-402.
Sulaiman, S. (2018). The effectiveness of computer-assisted instruction in improving EFL learners' morphological awareness. Journal of Language Teaching and Research, 9(2), 233-239.
Topping, K. (2009). Peer assessment. Theory into Practice, 48(1), 20-27.
Zhang, L. J. (2013). Peer assessment of language proficiency: Raters' reactions and interaction patterns. Language Testing, 30(3), 317-338.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2), 1-4.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.
Topping, K. J. (1998). Peer assessment between students in college and university. Review of Educational Research, 68(3), 249-276.
DOI: http://dx.doi.org/10.58885/ijllis.v12i2.42.rb
Copyright (c) 2023 Author(s)

This work is licensed under a Creative Commons Attribution 4.0 International License.
© 2012-2023 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, North Macedonia.
ISSN (print): 1857-8179. ISSN (online): 1857-8187.
Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.
The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any.
It is the sole responsibility of the Author concerned.