Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing

DOI:

https://doi.org/10.58421/gehu.v5i1.996

Authors

  • Dhea Agustianingsih Universitas Tadulako
  • Wahyudin Wahyudin Universitas Tadulako
  • Andi Patmasari Universitas Tadulako
  • Darmawan Darmawan Universitas Tadulako

Keywords:

Self-assessment, Peer-assessment, Academic Writing, EFL Students, Students Perceotion

Abstract

In English as a Foreign Language (EFL) contexts, academic writing remains a challenging skill for students, particularly in evaluating writing quality and monitoring learning progress. To address this issue, self-assessment and peer-assessment have been implemented as formative assessment strategies in writing instruction. This study aimed to investigate students’ perceptions of self- and peer-assessment in academic writing courses. A descriptive quantitative research design was employed. Data were collected through a closed-ended questionnaire consisting of 18 Likert-scale items, administered to 100 third-semester students of the English Education Study Program at Tadulako University. The data were analysed using descriptive statistics, including frequencies and percentages. The findings revealed that most students held positive perceptions of self- and peer-assessment. These strategies were perceived as helpful in identifying strengths and weaknesses, enhancing awareness of the writing process, and improving writing quality. However, a few students expressed neutral perceptions, indicating a need for clearer guidelines and a more structured implementation. Overall, the results suggest that self-assessment and peer-assessment are effective approaches for developing EFL students’ academic writing skills.

Downloads

Download data is not yet available.

References

M. Taufik and B. Y. Cahyono, “Developing EFL Students’ Writing Skill Through Self-Assessment Integrated With E-Portfolio,” IJEE (Indonesian J. English Educ., vol. 6, no. 2, pp. 171–186, Sep. 2020, doi: 10.15408/IJEE.V6I2.12019.

T. Bidna, “Impact of rubrics on students’ self-assessment and overall performance in an EAP writing course,” Glob. J. English Lang. Teach., vol. 4, no. 1, pp. 1–6, Oct. 2024, doi: 10.20448/GJELT.V4I1.6060.

A. Asirah and N. Saputra, “Delving Tertiary EFL Students’ Perceptions on Peer-assessment to Improve Critical Thinking in Writing,” IJELR Int. J. Educ. Lang. Relig., vol. 6, no. 2, pp. 191–200, Nov. 2024, doi: 10.35308/IJELR.V6I2.10459.

Putriani, Ilham, R. Rahmaniah, and Humaira, “The effect of peer feedback on english writing skills among efl students,” J. English Lang. Teach. Indones., pp. 433–442, 2025.

T. Muflihah and N. Authar, “the Implementation of Peer Feedback in Efl Writing Class,” Konstr. J. Pendidik. dan Pembelajaran, vol. 13, no. 2, pp. 184–190, 2022, doi: 10.35457/konstruk.v13i2.1844.

Y. H. P. Tanjung and S. Y. Sari, “Exploring the Students’ Perception on Peer Feedback in Writing Class: A Study of Undergraduate Students in English Department of UNP,” J. English Lang. Teach., vol. 13, no. 1, pp. 72–83, Feb. 2024, doi: 10.24036/JELT.V13I1.127284.

Z. Yan, E. Panadero, X. Wang, and Y. Zhan, “A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation,” Educ. Psychol. Rev., vol. 35, no. 3, pp. 1–28, Sep. 2023, doi: 10.1007/S10648-023-09799-1/FIGURES/2.

K. F. Febyone et al., “Students ’ Perceptions on the Use of Self -Assessment in Writing Competence,” J. Pendidik. Bhs. Ingg. Undiksha, vol. 12, no. 1, pp. 1–9, 2024.

S. S. T. Ni’ma, Sumardi, “Students’ Perceptions on Reflective Journal as Self-Assessment to promote writing skills in EFL Class,” ELS J. Interdiscip. Stud. Humanit., vol. 2, no. 4, pp. 626–632, 2019.

F. R. Hoinbala, “Investigating Students’ Perception of Peer-assessment Practice in an EFL Academic Writing Class,” Aisyah J. English Lang. Teach., vol. 2, no. 2, pp. 72–80, 2023, doi: 10.30604/aijelt.v2i2.1434.

K. Florensio Wijaya, “Indonesian University EFL Learners’ Perspectives toward Self-Assessment in Writing Processes,” Acuity J. English Lang. Pedagog. Lit. Cult., vol. 8, no. 1, p. 2023, 2023, doi: 10.35974/acuity.v8i1.2605.

J. R. Fraenkel, N. E. Wallen, and H. H. Hyun, How to design and evaluate research in education. New York, USA: McGraw-Hill, 2012.

P. D. Sugiono, Metode Penelitian Kuantitatif Kualitatif dan R&D. 2013.

J. W. Cresweel, Research Design Qualitative, Quantitative, and Mixed Methods Approaches. 2018. doi: 10.4324/9780429469237.

P. Candra Susanto, D. Ulfah Arini, L. Yuntina, J. Panatap Soehaditama, and N. Nuraeni, “The Effect of Using Likert Scale on the Validity of Research Results. International Journal of Humanities and Cultural Studies.,” J. Ilmu Multidisplin, vol. 3, no. 1, pp. 1–12, 2024.

I. Etikan, “Comparison of Convenience Sampling and Purposive Sampling,” Am. J. Theor. Appl. Stat., vol. 5, no. 1, p. 1, 2016, doi: 10.11648/J.AJTAS.20160501.11.

N. Suriani, Risnita, and M. S. Jailani, “Konsep Populasi dan Sampling Serta Pemilihan Partisipan Ditinjau Dari Penelitian Ilmiah Pendidikan,” J. IHSAN J. Pendidik. Islam, vol. 1, no. 2, pp. 24–36, 2023, doi: 10.61104/ihsan.v1i2.55.

Taufiqulloh, F. Z. Fadhly, and I. Rosdiana, “Effects of Collaborative Assessment on Undergraduate Students’ Writing Performance,” Stud. English Lang. Educ., vol. 11, no. 3, pp. 1574–1595, 2024, doi: 10.24815/siele.v11i3.37704.

V. Baburajan, J. de Abreu e Silva, and F. C. Pereira, “Open vs closed-ended questions in attitudinal surveys – Comparing, combining, and interpreting using natural language processing,” Transp. Res. Part C Emerg. Technol., vol. 137, 2022, doi: 10.1016/j.trc.2022.103589.

M. D. Gall, J. P. Gall, and W. R. Borg, “Educational research: An introduction. Boston: Pearson Education, Inc.,” 2003.

H. Andrade and Y. du, “Student responses to criteriareferenced self-assessment,” Assess. Eval. High. Educ., vol. 32, no. 2, pp. 159–181, 2007, doi: 10.1080/02602930600801928.

Z. Yan, X. Wang, D. Boud, and H. Lao, “The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis,” Assess. Eval. High. Educ., vol. 48, no. 1, pp. 1–15, 2023, doi: 10.1080/02602938.2021.2012644.

K. J. Topping, “Peer-assessment : Learning by Judging and Discussing the Work of Other Learners,” Interdiscip. Educ. Psychol., vol. 1, no. 1, 2017, doi: 10.31532/interdiscipeducpsychol.1.1.007.

D. Carless and D. Boud, “The development of student feedback literacy: enabling uptake of feedback,” Assess. Eval. High. Educ., vol. 43, no. 8, pp. 1315–1325, 2018, doi: 10.1080/02602938.2018.1463354.

H. Meihami, “An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses,” Asian-Pacific J. Second Foreign Lang. Educ., pp. 1–20, 2016, doi: 10.1186/s40862-016-0014-7.

Downloads

Additional Files

Published

2026-01-20

How to Cite

[1]
D. Agustianingsih, W. Wahyudin, A. Patmasari, and D. Darmawan, “Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing”, J.Gen.Educ.Humanit., vol. 5, no. 1, pp. 863 –, Jan. 2026.

Issue

Vol. 5 No. 1 (2026): February

Section

Articles

License

Copyright (c) 2025 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

<< < 1 2