The Effect of Peer-Assessment Method in Enhancing Iraqi EFL University Students’ Language Ability

Ali AbdulhusseinSagban

Adab Al-Kufa, 2018, Volume 1, Issue 32, Pages 37-52

The present study aims at finding outthe effect of using peer assessment method on enhancing Iraqi university EFL students'language ability. To fulfillthe aim of this study, forty fourth- year students were selected to be the sample of the present study. Twenty students were enrolled in an experimental group that received instruction on peer-assessment. The other twenty students were enrolled in a control groupwhich was instructed on self-assessment. To collect data,apre-posttest technique was used.The findings indicate that the experimental group subjects’performanceinspeaking has been found to be better than that of the control group in the post-test.In the light of the results obtained,it is concluded that peer-assessmentis effective inenhancing language ability ofIraqi EFL learners.

Prediction of academic achievement level by essence regularity for students of college of education

FadhelMuhsin Yusuf Al-Mayali

Adab Al-Kufa, In Press

Self-regulation is considered a crucial variant in students' life at the university level. Indeed, it plays a significant role in determining the nature and performance required for achieving the intended learning. Thus, organizing the ideas and beliefs enable the learner to manage and plan the targeting objectives, control the feelings associated with those beliefs and administer the behavioral performance in the learning circum stances. Performance is affected by the process that helps students to focus on, and accurately perform the tasks of self-learning, imagination and concentration. The students' performance can be represented by the knowledge they have acquired in their previous studies. In fact this requires that learning is induced by organizing the self-regulation which expresses the concurrence between mental activity, agitated feelings and the behavioral consequences which are all become apparent during learning in the classroom. Academic achievement of the university students is considerably low. This confirms to the fact that they have been influenced by the social conditions.
The present study aims to identify:
1- Self-regulation of the students at the Faculty of Education;
2- The differences of the self-regulation between male and female students.
3- The predictability of academic achievement based on self-regulation of the students at the Faculty of Education.
Thus, a self-regulation scale consisting of 32 items with four point Likert's method. Validity of the test has been confirmed as indicated by the peer review report. Reliability has been based on Cronbach's alpha; it shows (0.874) range.
Results of the study show that students have self-regulation. Also there are no statistical differences between male and female students. The predicting variables cannot predict self-regulation. One the other hand, there is no relationship between self-regulation and the average of the students' academic achievement. The study is concluded with many results and has some recommendations.