Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussin...
- Autores:
-
Ubaque Casallas, Diego Fernando
Pinilla Castellanos, Freddy Samir
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2016
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66920
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66920
http://bdigital.unal.edu.co/67948/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
Argumentation skills
experience
peer assessment
evaluación por pares
experiencia
habilidades de argumentación
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners’ argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners’ awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency. |
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