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 s...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125003468 |
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