Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners

Abstract Assessment is an inseparable part of teaching and learning, it helps teachers students to modify their learning processes. One type assessment peer (PA), its effects were examined on developing Iranian EFL learners’ reading comprehension (RC), motivation (RM) vocabulary (VL) in this research. To achieve goal, 60 at the intermediate level with age range 18 26 years selected based a convenience sampling method divided into two groups: control group (CG) experimental (EG). After that, groups took pre-tests RC, RM, VL. The EG then was six sub-groups five, PA applied evaluate performances. learners checked classmates’ performances peers teacher’s help. In CG class, participants themselves assessed own after each test help teacher. 15-session treatment, post-tests vocabulary, RC carried out both groups. outcomes one-way ANCOVA tests demonstrated that outflanked three fact, results indicated using generated positive It can be claimed practical technique improve language learning. implications research reduce students’ dependency increase independence evaluation process.