{"title":"英语课堂口头报告的同伴评估:评估者的观点","authors":"Aurelija Daukšaitė-Kolpakovienė, N. Mačianskienė","doi":"10.15823/p.2023.150.6","DOIUrl":null,"url":null,"abstract":"The study focuses on peer assessment (PA) used in teaching English as a foreign language. It aimed to identify students’ attitudes towards PA in oral presentations, using online PA forms and an online post PA questionnaire. Thematic analysis of the data show positive students’ attitudes towards PA, as it helped them to understand the task requirements better, be more focused, and improve their own presentation skills. The drawbacks were linked to stress during the assessment.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"9 1","pages":""},"PeriodicalIF":0.4000,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Peer Assessment of Oral Presentations in EFL Classes: Assessors’ View\",\"authors\":\"Aurelija Daukšaitė-Kolpakovienė, N. Mačianskienė\",\"doi\":\"10.15823/p.2023.150.6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The study focuses on peer assessment (PA) used in teaching English as a foreign language. It aimed to identify students’ attitudes towards PA in oral presentations, using online PA forms and an online post PA questionnaire. Thematic analysis of the data show positive students’ attitudes towards PA, as it helped them to understand the task requirements better, be more focused, and improve their own presentation skills. The drawbacks were linked to stress during the assessment.\",\"PeriodicalId\":44645,\"journal\":{\"name\":\"Pedagogika-Pedagogy\",\"volume\":\"9 1\",\"pages\":\"\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2023-08-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogika-Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15823/p.2023.150.6\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogika-Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15823/p.2023.150.6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Peer Assessment of Oral Presentations in EFL Classes: Assessors’ View
The study focuses on peer assessment (PA) used in teaching English as a foreign language. It aimed to identify students’ attitudes towards PA in oral presentations, using online PA forms and an online post PA questionnaire. Thematic analysis of the data show positive students’ attitudes towards PA, as it helped them to understand the task requirements better, be more focused, and improve their own presentation skills. The drawbacks were linked to stress during the assessment.
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