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Teacher-assisted peer assessment and self-efficacy in writing: A quasi-experiment among Ethiopian undergraduate EFL students

This study examines the impact of teacher-assisted peer assessment on EFL learners' writing self-efficacy. A non-equivalent pre-test and post-test control group quasi-experimental design was employed to answer the research questions. The participants of the study were 60 second-year economics studen...

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Principais autores: Alemayehu Leta Abo, Hailu Wubshet Degefu, Berhan Demeke Abeba
Formato: Artigo
Idioma:Inglês
Publicado em: Elsevier 2025-01-01
coleção:Social Sciences and Humanities Open
Assuntos:
Constructivism
Self-efficacy
EFL learners
Peer assessment
Peer feedback
Writing self-efficacy
Acesso em linha:http://www.sciencedirect.com/science/article/pii/S2590291125003468
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