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Pre-recorded Session Poster (45 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh ENHANCING STUDENTS' PEER FEEDBACK on EFL WRITING through RUBRIC-REFERENCED ASSESSMENT

Although many researchers and teachers have generally advocated the utilization of peer-feedback activities in EFL writing classes, students' poor peer-feedback is commonly practiced in particular contexts. This situation calls for the demand of using rubric-referenced assessment to improve their feedback. Therefore, this study seeks to investigate the effectiveness of rubric-referenced assessment on students' peer feedback in EFL writing classes. Forty-eight students in two ESL classes at ULIS (VNU), who had already experienced peer feedback without rubric-reference assessment, participated in the research project. These second-year students, whose language proficiency was supposed to be at B2 level (CEFR), were invited to work in pairs and instructed to use a rubric adapted from CEFR. Then, they were required to complete a 250-word essay on schedule and swap their essays in class. One week later, they submit their first and second drafts as well as rubrics for peer-feedback. Data collected through students' reflective reports, and writing journals have shown that the implementation of rubric-referenced assessment helped students focus on their efforts, revise language aspects, produce work of higher quality, and feel less anxious about an assignment. Several pedagogical implications were also included in order for other language teachers to apply in their classrooms.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Although many researchers and teachers have generally advocated the utilization of peer-feedback activities in EFL writing classes, students' poor peer-feedback is commonly practiced in particular contexts. This situation calls for the demand of using rubric-referenced assessment to improve their feedback. Therefore, this study seeks to investigate the effectiveness of rubric-referenced assessment on students' peer feedback in EFL writing classes. Forty-eight students in two ESL classes at ULIS (VNU), who had already experienced peer feedback without rubric-reference assessment, participated in the research project. These second-year students, whose language proficiency was supposed to be at B2 level (CEFR), were invited to work in pairs and instructed to use a rubric adapted from CEFR. Then, they were required to complete a 250-word essay on schedule and swap their essays in class. One week later, they submit their first and second drafts as well as rubrics for peer-feedback. Data collected through students' reflective reports, and writing journals have shown that the implementation of rubric-referenced assessment helped students focus on their efforts, revise language aspects, produce work of higher quality, and feel less anxious about an assignment. Several pedagogical implications were also included in order for other language teachers to apply in their classrooms.

Lecturer
,
VNU University of Languages and International Studies
No moderator for this session!
Ms. Nguyen  Loan
Vice Head of Division of English Linguistics and Culture Studies
,
Hung Vuong University
Lecturer
,
Saigon University
Head of the English Division
,
Dai Tu high school
Mrs. Quynh Nguyen
Lecturer
,
Thai Nguyen University of Sciences
Mr. Thinh Tran
English Teacher Student
,
University of Foreign Language Studies - The University of Danang
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