Effect of Self-Assessment of Writing Processes Versus Products on EFL Students’ Writing
Education Resources Information Center (ERIC), USA, 2004
16 Pages Posted: 11 Dec 2013 Last revised: 2 Nov 2019
Date Written: January 1, 2004
The purpose of this study was to investigate the effect of self assessment of writing processes versus products on the quality and quantity of EFL students' writing. The subjects for the study were 80 students enrolled in two classes in two general secondary schools in Menoufya School District during the 2001/2002 academic year. The two classes were randomly assigned to the two treatment conditions. In the process condition, each student assessed his writing processes in each session. In the product condition, each student assessed his written product. Prior to and at the end of the treatments, all subjects were tested on composition writing. The obtained data were analyzed using the t-test. The results showed no significant difference in the mean scores between the two groups on the pretest. The post test results revealed that the process group scored significantly higher than the product group on the quantity of writing and that the latter group scored significantly higher than the former group on the quality of writing. Based on these results, conclusions were drawn and recommendations were suggested. The following are appended: (1) The Writing Process Checklist; and (2) The Written Product Checklist.
Keywords: Writing Processes; Writing (Composition); Self Evaluation; Writing Skills
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