On the Effect of Diagnostic Self-, and Peer-assessment on Reading Comprehension: Examining EFL Learners' Diagnostic Rating Accuracy across Various Genres.
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| Title: | On the Effect of Diagnostic Self-, and Peer-assessment on Reading Comprehension: Examining EFL Learners' Diagnostic Rating Accuracy across Various Genres. |
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| Authors: | Sis Abad, Masoome Azmoode1 Azmoode@srbiau.ac.ir, Kiany, Gholam-Reza2 kiany_gh@modares.ac.ir, Abassian, Gholam-Reza3 gabbasian@gmail.com |
| Source: | Journal of Modern Research in English Language Studies. Apr2024, Vol. 11 Issue 2, p177-202. 26p. |
| Subject Terms: | *Reading comprehension ability testing, *Student engagement, *Peer review of students, *Comprehension testing, *Self-evaluation, *Educational evaluation, *Remedial teaching, *Academic motivation, *Reading comprehension, Statistical significance, Multivariate analysis |
| Abstract: | The present research responds to the call for implementing diagnostic assessment through learner involvement. This study followed two aims: first, examining the distinctive effects of diagnostic self- and peer-assessments on EFL learners' reading comprehension; second, exploring students' diagnostic rating accuracy in various reading genres. To achieve this, a number of diagnostic reading comprehension tests and a checklist were developed, the construction of which was based on the learners' challenging reading subskills. The participants include 60 English translation university students. During 12 weeks of instruction, the rating accuracy of the subjects' diagnostic self- and peer-assessments was investigated while the instructor ratings were taken as the yardstick. Data analysis, using T-test and MANOVA confirmed that the two groups had improvement in reading comprehension but there was no significant difference between the two groups' gain. In addition, no statistically significant difference was detected among the accuracy of diagnostic self-, peer- and instructor ratings except for the assessment of the main idea and supporting details subskill in the descriptive genre and cause and effect subskill in the narrative genre. This study can offer evidence for conducting diagnostic assessments through learner engagement to provide students with appropriate feedback and remedial instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Modern Research in English Language Studies is the property of Imam Khomeini International University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176855369 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: On the Effect of Diagnostic Self-, and Peer-assessment on Reading Comprehension: Examining EFL Learners' Diagnostic Rating Accuracy across Various Genres. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sis+Abad%2C+Masoome+Azmoode%22">Sis Abad, Masoome Azmoode</searchLink><relatesTo>1</relatesTo><i> Azmoode@srbiau.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Kiany%2C+Gholam-Reza%22">Kiany, Gholam-Reza</searchLink><relatesTo>2</relatesTo><i> kiany_gh@modares.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Abassian%2C+Gholam-Reza%22">Abassian, Gholam-Reza</searchLink><relatesTo>3</relatesTo><i> gabbasian@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Modern+Research+in+English+Language+Studies%22">Journal of Modern Research in English Language Studies</searchLink>. Apr2024, Vol. 11 Issue 2, p177-202. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension+ability+testing%22">Reading comprehension ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Remedial+teaching%22">Remedial teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+significance%22">Statistical significance</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present research responds to the call for implementing diagnostic assessment through learner involvement. This study followed two aims: first, examining the distinctive effects of diagnostic self- and peer-assessments on EFL learners' reading comprehension; second, exploring students' diagnostic rating accuracy in various reading genres. To achieve this, a number of diagnostic reading comprehension tests and a checklist were developed, the construction of which was based on the learners' challenging reading subskills. The participants include 60 English translation university students. During 12 weeks of instruction, the rating accuracy of the subjects' diagnostic self- and peer-assessments was investigated while the instructor ratings were taken as the yardstick. Data analysis, using T-test and MANOVA confirmed that the two groups had improvement in reading comprehension but there was no significant difference between the two groups' gain. In addition, no statistically significant difference was detected among the accuracy of diagnostic self-, peer- and instructor ratings except for the assessment of the main idea and supporting details subskill in the descriptive genre and cause and effect subskill in the narrative genre. This study can offer evidence for conducting diagnostic assessments through learner engagement to provide students with appropriate feedback and remedial instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Modern Research in English Language Studies is the property of Imam Khomeini International University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30479/jmrels.2023.18703.2204 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 177 Subjects: – SubjectFull: Reading comprehension ability testing Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Comprehension testing Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Remedial teaching Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Statistical significance Type: general – SubjectFull: Multivariate analysis Type: general Titles: – TitleFull: On the Effect of Diagnostic Self-, and Peer-assessment on Reading Comprehension: Examining EFL Learners' Diagnostic Rating Accuracy across Various Genres. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sis Abad, Masoome Azmoode – PersonEntity: Name: NameFull: Kiany, Gholam-Reza – PersonEntity: Name: NameFull: Abassian, Gholam-Reza IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 26765357 Numbering: – Type: volume Value: 11 – Type: issue Value: 2 Titles: – TitleFull: Journal of Modern Research in English Language Studies Type: main |
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