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Investigating Peer Assessment in Collaborative Writing Among Thai EFL Students: Effects on English Writing Ability |
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| รหัสดีโอไอ | |
| Creator | Sunai Singtong |
| Title | Investigating Peer Assessment in Collaborative Writing Among Thai EFL Students: Effects on English Writing Ability |
| Contributor | Setthawit Sinchai, Willard Jeff Villablanca Pada |
| Publisher | Faculty of Liberal Arts, Prince of Songkla University |
| Publication Year | 2568 |
| Journal Title | Journal of Liberal Arts, Prince of Songkla University |
| Journal Vol. | 17 |
| Journal No. | 1 |
| Page no. | 282900, pp.1-26 |
| Keyword | Peer Assessment, Collaborative Writing, EFL High School Students in Thailand, Writing Performance |
| URL Website | https://so03.tci-thaijo.org/index.php/journal-la/index |
| Website title | Journal of Liberal Arts, Prince of Songkla University |
| ISSN | 2651-1126 |
| Abstract | This study investigated the effectiveness of peer assessment in a collaborative writing approach on English writing performance and examined students’ opinions after receiving the treatment. A total of 36 high school students from a public school in Pathum Thani, Thailand, who enrolled in grade 11, were purposively selected as participants. This study used a mixed-methods approach with an experimental one-group pretest-posttest design. Quantitative data were collected through writing tests administered before and after the treatment, while qualitative data were gathered through a semi-structured interview conducted upon completion of the treatment. The statistical results showed a substantial rise in posttest mean scores compared to pretest mean scores, with an average increase of 3.50 and a 99% confidence interval spanning from 2.25 to 4.25. These results revealed that peer feedback, alongside collaborative writing, significantly improved students' writing capacity. The interview results showed that most students expressed positive opinions toward the treatment, emphasizing its effectiveness in enhancing English writing skills and providing ample opportunities for peer learning and scaffolding during writing lessons. Overall, the findings shed light on the potential of peer assessment in collaborative writing, showing that it significantly helps students compose writing tasks more systematically and chronologically. Students were also able to better understand and apply the linguistic features of paragraph writing, leading to improved writing quality. To further improve these outcomes, future research should ensure adequate time for feedback preparation and provide comprehensive training sessions on co-authoring. |
