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ERIC Number: EJ1106702
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1657-0790
Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
Ubaque Casallas, Diego Fernando; Pinilla Castellanos, Freddy Samir
PROFILE: Issues in Teachers' Professional Development, v18 n2 p111-123 Jul-Dec 2016
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.
Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogot√°, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia (Bogota)
Grant or Contract Numbers: N/A