PEER EVALUATION'S IMPACT ON EFL LEARNERS’ LANGUAGE LEARNING, MORPHOLOGY UNDERSTANDING, AND VOCABULARY ACQUISITION
DOI:
https://doi.org/10.58885/ijllis.v12i2.42.rbAbstract
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.
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
How to Cite
Issue
Section
License
Declaration/Copyright transfer:
1. In consideration of the undertaking set out in paragraph 2, and upon acceptance by ANGLISTICUM for publication of the manuscript in the Journal, I/We hereby assign and transfer publication rights to ANGLISTICUM, whereas I/We retain the copyright for the manuscript. This assignment provides ANGLISTICUM the sole right and responsibility to publish the manuscript in its printed and online version, and/or in other media formats.
2. In consideration of this assignment, ANGLISTICUM hereby undertakes to prepare and publish the manuscript in the Journal, subject only to its right to refuse publication if there is a breach of the Author’s warranty in paragraph 4 or if there are other reasonable grounds.
3. Editors and the editorial board of ANGLISTICUM are empowered to make such editorial changes as may be necessary to make the Manuscript suitable for publication.
4. I/We hereby acknowledge that: (a) The manuscript submitted is an original work and that I/We participated in the work substantively and thus I/We hereby are prepared to take public responsibility for the work; (b) I/We hereby have seen and approved the manuscript as submitted and that the manuscript has not either been published, submitted or considered for publication elsewhere; (c) The text, illustration, and any other materials included in the manuscript do not infringe upon any existing copyright or other rights of anyone.
5. I/We hereby indemnify ANGLISTICUM and the respective Editors of the Journal as mentioned in paragraph 3, and hold them harmless from any loss, expense or damage occasioned by a claim or suit by a third party for copyright infringement, or any suit arising out of any breach of the foregoing warranties as a result of publication of the manuscript.