On the Effects of Self, Peer, and Teacher Assessments on Iranian EFL Learners’ General and Academic Self-efficacy

The present study was conducted to investigate the effects of self, peer, and teacher assessment on EFL learners’ general and academic self-efficacy. The participants were 94 male and female Iranian EFL learners at IT English language institute in Qazvin. The instruments included a 55- item Preliminary English Test (PET), the Persian translation of a 12-item general self-efficacy, and an 8-item academic self-efficacy questionnaire. The participants were divided into three groups, each group receiving one of the treatment conditions (self, peer, and teacher assessment). They were also given the questionnaires twice, once before the treatment and once after it. The collected data were analyzed using two separate ANCOVA procedures. The results of the study showed no significant differences among the effects of types of assessment on general selfefficacy. However, self-assessment and peer-assessment both turned out to be more effective than teacher-assessment on academic self-efficacy. Meanwhile, the difference between peer and selfassessment in academic self-efficacy was not statistically significant. The findings of this study may have theoretical and pedagogical implications for learners, teachers and syllabus designers.

کلیدواژه ها:

self ، peer ، and teacher assessment ، academic self-efficacy ، general self-efficacy