The effect of peer assessment on translation performance among EFL students at various achievement levels
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Abstract
The purpose of this study was to examine the impact of peer assessment on learning and motivation of students at different achievement (low, average, and high) levels. Forty-one English-as-foreign-language (EFL) students were invited to participate in this study. All students completed an English translation project, then participated in a peer assessment activity to read and comment upon each other’s work. Afterward, students revised and resubmitted their own translation projects. Data analysis suggested that the peer assessment activity integrated in this study significantly promoted all students’ performance (in terms of increased points between the first version and the second version of students’ submissions) on the English translation project, notwithstanding students’ achievement levels. Comparisons of students’ initial translation projects (before peer assessment) and final translation projects (after peer assessment) revealed that low-achieving students had the greatest degree of improvement, followed by average- and then high-achieving students. Nevertheless, all students reported that they enjoyed the peer assessment activity and put forth comparable effort, as measured by the Enjoyment and Effort subscales. Interpretation of the results and implications were discussed.
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