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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
중앙대학교 외국학연구소 외국학연구 외국학연구 제29호
발행연도
2014.1
수록면
43 - 68 (26page)

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The aim of the present study is threefold: (1) to examine the disparities among self, peer and teacher assessments of oral group presentations in a university EFL classroom; (2) to investigate the major criteria predicting the presentation quality measured by self, peer and teacher assessments; and (3) to explore student perceptions about self, peer and teacher assessments. A total number of 36 South Korean university students participated in the study. A 15-item assessment form was used for self, peer, and teacher ratings. The correlation analysis among self, peer and teacher assessments was calculated. The significantly modest teacher-peer and teacher-self correlations indicated that students were able to make judgments of both their own and their peers’ oral performances that were comparable to those made by their teacher. The multiple regressions showed that the major criteria significantly influencing both self and peer ratings were visual and delivery-related criteria, whereas delivery and content-related criteria were influential for the teacher’s assessment. Most participants were satisfied with the perceived benefits of self, peer and teacher assessment activities. Based on the results, the paper delineates the pedagogical implications for alternative assessment practices in EFL and some caution is advised.

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