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العنوان
The Effectiveness of Self and Peer Assessment Using Two Online Platforms (Padlet and Google Classroom) on Enhancing Conversation Skills of Learners of English in Language Centres /
المؤلف
Abdulaziz, Amira Abdulaziz Seif-alnasr.
هيئة الاعداد
باحث / أميرة عبد العزيز سيف النصر عبد العزيز
مشرف / مجدي مهدي علي
مشرف / داليا إبراهيم يحيى
مشرف / داليا إبراهيم يحيى
تاريخ النشر
2021.
عدد الصفحات
333p. :
اللغة
الإنجليزية
الدرجة
ماجستير
التخصص
الآداب والعلوم الإنسانية
تاريخ الإجازة
1/1/2021
مكان الإجازة
جامعة عين شمس - كلية التمريض - مناهج وطرق تدريس
الفهرس
Only 14 pages are availabe for public view

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Abstract

This chapter presents a brief summary of the current study along with the main findings, conclusions and recommendations. Moreover, it provides pedagogical implications and suggestions for further research.
5.1. Summary of the Study
Based on the researcher’s observation, the pilot study, and the review of literature and related studies, it was evident that there was a problem facing EFL students in their English Conversation skills. This problem impeded students from demonstrating the target language, communicating with their peers, and becoming good role models as language learners. Thus, the present study aimed at investigating the effectiveness of administrating a program based on self and peer assessment in enhancing EFL students’ conversation skills at E-planet Company (a language centre), Cairo, Egypt. In this respect, the present research targeted answering the following main question:
What is the Effectiveness of Self and Peer Assessment Using Two Online Platforms (Padlet and Google Classroom) on Enhancing Conversation Skills of EFL Learners at Language Centres?
In answering the above main question, the following sub-questions would be answered:
1-What are the required conversation skills which EFL learners at language centres need to enhance?
2-What are the components of a program based on self and peer assessment using Padlet and Google Classroom in enhancing conversation skills of EFL learners at language centres?
3-To what extent would a program based on self and peer assessment using Padlet and Google Classroom enhance the conversation skills of EFL learners at language centres?
Furthermore, the study attempted to validate the following hypotheses:
1-There would be a statistically significant difference between the mean scores of the study group on the pre and post-administrations of the test in overall conversation skills in favour of the post-administration.
2-There would be a statistically significant difference between the study participants’ mean scores on the pre and post-administrations of the test in each of the conversation sub-skill in favour of the post-administration.
3-Self-assessment, peer assessment and two raters’ assessment would produce a statistically significant level of agreement.
To verify the research hypotheses, a program based on self and peer- assessment was conducted on a group (N=7) of participants enrolled in a conversation class, intermediate level, E-planet Company, Al Mokattam Branch, Cairo, Egypt.
The following instruments were used to collect the data for the current study:
-An MCQs diagnostic test
-Conversation skills pre-posttest.
-An analytic speaking scoring rubric.
-Post-program reflective videos to investigate the participants’ attitudes towards the program

5.2. Findings of the Study
The following list of findings emerged from the current study:
- He self and peer-assessment based program was effective in enhancing the research participants’ conversation skills in general.
- Vocabulary, Intelligibility and Non-verbal communication were at the top of the enhanced conversation skills.
- Grammar took the second rank in enhancement.
- Fluency came third in enhancement.
- Pronunciation was ranked fourth in enhancement.
- The effect size of the program was very strong in enhancing the overall conversation skills of the research group (Significant at 0.01).
- The effect size of the skills of Grammar and Intelligibility was medium (Significant at 0.05).
- In respect to Pronunciation, Vocabulary, Fluency and Non-verbal communication, the effect size was very strong (Significant at 0.01).
- In post-program reflective videos, the participants were generally satisfied with the self and peer-assessment program and demonstrated positive attitudes towards it.
5.3. Conclusions:
To date and to the researcher’s best knowledge, there is no study conducted in Egypt to enhance the conversation skills of EFL students at language centres through self and peer-assessment and using Padlet as an assessment tool and Google Classroom as a learning tool. The current study aimed at investigating the effectiveness of a program based on self and peer-assessment using Padlet and Google Classroom on enhancing EFL students’ conversation skills at E-planet Company, AL Mokattam branch, Cairo, Egypt. To investigate the effectiveness of the program, the researcher implemented several instruments to the study. As results indicated, the implemented training program enhanced EFL students’ conversation skills. Three conversation skills were equally enhanced while the other three skills were enhanced as well, yet at different levels. The participants showed satisfaction and positive attitudes towards the assessment training program. In conclusion, the self and peer-assessment program using Padlet and Google Classroom is proved effective in enhancing EFL students’ conversation skills.
5.4. Pedagogical Implications:
Stemming from the findings of the current study, a number of pedagogical implications were suggested:
- Incorporating Padlet and Google Classroom in the syllabi design and the curricula of E-planet Company in order to assist learners to receive as much material and feedback as possible.
- Allocating time for training educators at language centres on using web 0.2 tools and methods of implementing these web tools in classrooms.
- More than one teacher can be invited to share the same class on Google Classroom. This would help novice teachers to hone their teaching practices when working with veteran ones before assuming the responsibility of a whole class.
- Padlet and Google Classroom classes can be embedded in other upcoming classes or courses. This would save the teacher’s time and effort developing learning materials for new classes.

5.5. Limitations of the Study:
The researcher encountered a number of challenges throughout the experimentation which were presented as follows:
- On the outset of the program, the participants were intimated by being filmed on their first session. Features of hesitation, pauses, false starts, and stuttering were shown. The researcher calmed the participants by ensuring that these videos would be for their benefit when they compare how they would be before and after doing the three parts of the program.
- Since learners had no previous experience with the sub-skills of each major skill, the researcher was in need of orienting the participants about the macro skills and the micro skills. This negatively affected the pace of the program as the researcher needed at some time to condense some topics in order to finish the program on time.
- Due to Covid-19 period and the closure of schools and language centres, there was still one remaining session which the participants were not able to attend. The researcher was fortunate that she had previously planned to ask the participants to perform their third presentation (group discussions) the session before the closure. The remaining session was done on Zoom.us.
- Ten students were initially participating in the program. However, 2 students did enroll in the second level and one student did not enroll in the third level. The number of the participants finally reached seven. Such dropouts caused some frustration among the participants as they needed some time to be accustomed to the new situation in parts 2 and 3.

5.6. Suggestions for Further Research:
The following research topics are suggested for further research:
- Investigating the effectiveness of self and peer-assessment on enhancing other learning skills of EFL students at language centres.
- Examining the incorporation of Padlet and Google Classroom as part of teachers’ professional development (TPD) programme
- Evaluating the effectiveness of using Padlet as an assessment tool in enhancing EFL students’ conversation skills at language centres.
- Assessing the perceptions and attitudes of students towards using Padlet in conversation classes at language centres.
- Investigating the effectiveness of using Google Classroom as a learning platform in enhancing EFL students’ conversation skills at language centres.
- Probing the effectiveness of using Google Classroom in enhancing other learning skills