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<p style="text-align:justify;">The present study was designed to investigate&nbsp;the effectiveness of two types of alternative assessment, namely self- and&nbsp;peer-assessment in improving paragraph writing ability of Iranian Intermediate&nbsp;EFL learners. In so doing, 45 female learners who were studying at Pardis&nbsp;institute in Rasht, and in the 18-22 age range, were selected among 90&nbsp;participants based on their performance on OPT. The participants were randomly&nbsp;assigned to two experimental groups and one control group each consisting of 15&nbsp;participants. A pre-test was administered to the three groups. Then, both&nbsp;experimental groups received 10-session treatments that were the use of self-assessment&nbsp;in the experimental group (A) and the use of peer-assessment in the&nbsp;experimental group (B). A post-test was then administered to all the three&nbsp;groups. A statistically significant difference was found between self, peer and&nbsp;traditional assessment. The results also revealed that the experimental group&nbsp;(B) that utilized peer-assessment achieved significantly higher proficiency in&nbsp;paragraph writing than the other two groups. Additionally, the experimental&nbsp;group (A) that received the use of self-assessment outperformed the control&nbsp;group. Based on the findings of this study, language teachers can utilize both&nbsp;kinds of alternative assessment investigated in this study (i.e.&nbsp;self-assessment and peer-assessment) to improve their learners’ paragraph writing ability.</p>

Alternative Assessment: The Impact of Self-assessment vs. Peer-assessment on Iranian Intermediate EFL Learners’ Paragraph Writing Ability

Original Research 

ltrq.2019.10.01.xml

<p style="text-align:justify;">This study was designed to investigate the effectiveness of input flooding through teacher talk on the Iranian advanced EFL learners' knowledge of pseudo-cleft structure. To achieve the objective, 60 male participants in the 15-18 age range who were studying for about 25 semesters at Shokouh institute in Rasht were selected from among 85 learners based on their performance on QPT. There were two groups in this study, and each group consisted of 30 students. A pretest, involving a topic with a particular situation was administered. Then, the experimental group received a 10-session treatment that was the use of input flooding of pseudo-cleft structure through teacher talk. Meanwhile, the control group received a 10-session placebo that was applying the traditional method without utilizing excessive use of pseudo-cleft structure. A post-test was then administered to both groups. The results of this study revealed that the experimental group that utilized input flooding of pseudo-cleft structure through teacher talk achieved higher proficiency to use regarding structure in topic-based writing than the control group. Based on the findings of this study, language teachers can utilize input flooding of these structures to improve their learners’ knowledge of pseudo-cleft structure in writing. The findings showed that input flooding of mentioned structure through teacher talk made an appropriate context to have incidental learning for learners that led higher proficiency in their writing. Thus, teachers can exploit it to contribute to learners’ learning.</p>

The Impact of Flooding Input in Teacher Talk on the Advanced EFL Learners’ Knowledge of Cleft Sentences

ltrq.2018.08.07.xml