Evaluación entre pares en EFL clases en escuela de Ecuador: efecto en escritura, participación y motivación Peer Assessment in Ecuadorian middle school EFL classrooms: effect on writing, engagement, and motivation
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Abstract
El presente estudio investigó el efecto de la evaluación entre pares (EP) en el rendimiento, participación y motivación en los estudiantes de secundaria en la materia de escritura en inglés. Este estudio de método mixto examinó la mejora en escritura, midió niveles de motivación y participación en los estudiantes y exploró las precepciones de docentes sobre EP. Los datos cuantitativos pre y post test fueron recogidos de un grupo de control (n=25) y un grupo experimental (n=67). Además, los estudiantes del grupo experimental llenaron una encuesta para evaluar la aplicación de EP. Adicionalmente, los datos cualitativos se obtuvieron al entrevistar a docentes (N=5), quienes compartieron sus opiniones sobre las ventajas y desventajas de implementar EP en la enseñanza de inglés. Los datos cuantitativos fueron analizados usando estadística descriptiva y una prueba T emparejada. Para el análisis de los datos cualitativos se usó un análisis temático y codificación para resaltar temas recurrentes. Los resultados demostraron que las calificaciones en escritura fueron significativamente más altos ((M=8.76, p<.01). Además, los promedios de Participación Conductual (M=11.11/15) y Participación Emocional (M=10.83/15) indicaron que los estudiantes estuvieron dispuestos a participar en revisar el trabajo de sus pares. La Motivación (M=10.57) mostró una posible dificultad o resistencia para aplicar EP en la escuela. Los docentes indicaron altos niveles de motivación, confianza y cierta mejora en las habilidades de escritura.
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