Efl Students’ Attitudes Toward Facebook-Assisted Peer Assessment of Writing Tasks
Abstract
Abstract
The purpose of this study was to examine students' attitudes toward Facebook-assisted peer assessment of writing tasks. This research involves sixteen participants who voluntarily participated in this study. Based on action research with interviews and observational data, the qualitative results are unfavorable. These are: 1) students do not have good ability to do peer assessment. 2) Students do not have good sensitivity to errors in their friends' writing in terms of punctuation and grammar. 3) The problems faced by students in conducting peer assessments can be seen from their lack of ability to conduct peer assessments and lack of sensitivity toward grammatical and punctuation error itself, more over they are not authentical user of Facebook so they seem unenthusiastic to this activity.
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