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n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Effectiveness of peer feedback and self-assessment : micro-level errors in students' writing

Volume 35, Issue 2_3
  • ISSN : 0259-9570
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Abstract

The purpose of this study is to investigate the efficacy of two teaching techniques: guided peer feedback and guided self-assessment. The study seeks to establish whether the provision of any of these two treatments in an ESL composition class affects the quality of students. compositions. Data for this study comes from compositions written by students in two classes in one of the community junior secondary schools in Botswana. All the writing was done during class time. Results of this investigation suggest that guided peer feedback seems superior to guided self-assessment in assisting in the reduction of micro-level errors.

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/content/langt/35/2_3/EJC59764
2001-06-01
2017-03-23

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