Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Language Teaching Research
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Saito, H.
Right arrow Articles by Fujita, T.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Characteristics and user acceptance of peer rating in EFL writing classrooms

Hidetoshi Saito

Hokusei Gakuen University, saitoh{at}hokusei.ac.jp

Tomoko Fujita

Tokai University

Lack of research on the characteristics of peer assessment in EFL writing may inhibit teachers from appreciating the utility of this innovative assessment. This study addressed the following research questions: (1) How similar are peer, self- and teacher ratings of EFL writing?; (2) Do students favour peer ratings?; and (3) Does peer feedback influence students’ attitudes about peer rating? Forty-seven college students studying English writing in a Japanese college were assigned to write two essays. Each essay was commented on and rated by two teachers, three peers and the writers themselves. Students also completed a five-item questionnaire about their attitudes regarding peer rating. Peer and teacher ratings were found to correlate significantly. The results of the questionnaire indicated that students had favourable attitudes towards peer rating. A regression analysis suggested that peer feedback did not influence students’ favourable attitudes about the feedback.

Language Teaching Research, Vol. 8, No. 1, 31-54 (2004)
DOI: 10.1191/1362168804lr133oa
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 RELC JournalHome page
H. Saito and T. Fujita
Peer-Assessing Peers' Contribution to EFL Group Presentations
RELC Journal, August 1, 2009; 40(2): 149 - 171.
[Abstract] [PDF]

Home page
 Language TestingHome page
S. Matsuno
Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms
Language Testing, January 1, 2009; 26(1): 075 - 100.
[Abstract] [PDF]

Home page
 Language TestingHome page
H. Saito
EFL classroom peer assessment: Training effects on rating and commenting
Language Testing, October 1, 2008; 25(4): 553 - 581.
[Abstract] [PDF]