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The impact of ESL students’ learning styles on their perceptions of asynchronous peer assessment
Keywords
Peer Assessment- Learning Styles- Perceptions
Session Abstract
The purpose of this session is to discuss the correlation between students’ learning styles and their perceptions of asynchronous peer assessment while writing in their first language and English as a second language in the USA. The presenter will share results and discuss factors that could drive those learners’ perceptions.
Session Description
In this session I …
I- Start with a question about the impact of students’ first and second language learning styles on their perceptions of using peer-reviewing sessions in composition classes.
2-Assure that ESL students’ perceptions of Peer Assessment are directed by various factors.
3- Share the various factors raised in the previous studies.
5-Highlight the study purpose and design.
4-Share the research findings and created models:
• These statistical findings indicate that interpersonal learning styles of first language writing and the role of discussion before writing in English could direct students’ perceptions of using Peer Assessment.
• Students' preferences for receiving Peer Assessment in different language areas such as quality of ideas, the flow of ideas, mechanics, grammar, and vocabulary could influence their perceptions of receiving and delivering a quality Peer Assessment.