ISSN: 2222-6990
Open access
This paper aimed at exploring and recognizing how self-assessment and peer feedback could help the low achiever students resolve their weaknesses in second language writing skills. Introducing peer and self- assessment approaches into English teaching may be quite challenging but beneficial to strengthening the relationship between teacher feedback and students learning, encouraging student to change the way of students learning and promote lifelong learning. The study proposed a writing module based on self-regulation model which emphasis on self and assessment practice in English Language classroom. The implementation is expected to help students improve their writing skills, social interactions as well as arousing their interest in learning English. The outcome of the proposed module is also hoped to create a more meaningful English lessons rather than the surface level approach of teaching by rote memorization and repetition.
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In-Text Citation: (Abdullah & Masran, 2021)
To Cite this Article: Abdullah, N., & Masran, M. N. (2021). Enhancing Writing Skill among the Low Achiever Using Peer and Self-Assessment Practice in ESL Classroom. International Journal of Academic Research in Business and Social Sciences, 11(7), 681–690.
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