Comparing Teacher-, Peer-, and Self-Assessment for Vocabulary Learning

The present study was an attempt to investigate the comparative effect of teacher-, peer-, andself-assessment on EFL learners’ vocabulary achievement. Accordingly, 90 female Englishlanguage learners selected out of an initial 140 intermediate EFL learners based on theirperformance on a sample piloted PET took part in the study. All three groups were taught bythe same teacher using the same course book. Moreover, they received the same hours ofinstruction and teaching aids in the same physical environment; therefore, the mostsignificant point of departure in the three experimental groups in the present study was theform of feedback and assessment presented in the classroom. Each group enjoyed its ownspecific feedback throughout the treatment period. The findings of this study revealed that theparticipants’ vocabulary improved significantly in the self-assessment and peer assessmentgroups compared to the teacher assessment group. Meanwhile, the learners in the peer- andself-assessment groups bore no significant difference with one another. The findings of thisstudy could be used by EFL teachers and syllabus designers to develop efficient vocabularyteaching procedures.