PEER EVALUATION'S IMPACT ON EFL LEARNERS’ LANGUAGE LEARNING, MORPHOLOGY UNDERSTANDING, AND VOCABULARY ACQUISITION

Authors

  • Rita Bajrami University of Tetova "Fadil Sulejmani" - Tetova, North Macedonia
  • Arburim Iseni University of Tetova "Fadil Sulejmani" - Tetova, North Macedonia http://orcid.org/0000-0002-4502-4669

DOI:

https://doi.org/10.58885/ijllis.v12i2.42.rb

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.

Author Biography

Rita Bajrami, University of Tetova "Fadil Sulejmani" - Tetova, North Macedonia

Arburim Iseni is proud to be working as an English Morphology and Academic Writing Professor at the University of Tetova since 1999. He is an experienced editor of many international journals with a demonstrated history of working in the research industry. He is very skillful in Intercultural Communication, Translation, Foreign Languages, Lecturing, and Editing. He is a person with charisma, multidimensional, performance driven that likes challenges and thrives for responsibilities. He is skillful with the impatience, hardworking, motivator with deep knowledge about people, their personalities and what motivates them. He is also careful to details and able to develop new procedures and system abilities, in computer basis and manual basis.  He is also a strong media and communication professional. He has two PhDs, one in Applied Linguistics: Second Language Acquisition obtained from Southeast European University, Tetovo, North Macedonia (2013) and the second one in English Literature obtained from the Saints Cyril and Methodius University. Faculty of Philology “Blazhe Koneski”, Skopje (2018).

References

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.

Downloads

Published

2023-03-14

How to Cite

Bajrami, R., & Iseni, A. (2023). PEER EVALUATION’S IMPACT ON EFL LEARNERS’ LANGUAGE LEARNING, MORPHOLOGY UNDERSTANDING, AND VOCABULARY ACQUISITION. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 12(2), pp.42–47. https://doi.org/10.58885/ijllis.v12i2.42.rb

Issue

Section

Volume 12, Nr.2, February 2023

Most read articles by the same author(s)

1 2 3 4 5 > >>