DOI: 10.14457/tu.the.2017.788
title: Promoting students’ intonation learning through self- and peer-assessments

description: This study examined the effects of self-and peer-assessments on students’ English intonation ability and their lower-and higher-order thinking skills. It also investigated students’ attitude towards self-and peer-assessments in intonation learning. One intact group of thirty-five second-year students participated in the study. They were enrolled in Practical English Phonetics course in a State university in Thailand. In this study, the data were collected from pre-post-tests, progress tests, class assignments and self-/peer- assessment forms, attitude questionnaire, interview and final project. The participants received intonation instruction which integrated self-and peer-assessments as learning activities. Based on this research procedure, from Week 1 to Week 8, the teacher gave instruction based on the course contents. During these weeks, the students were trained to do self-and peer-assessments and the pre-test was carried out. The intonation instructions were given from Week 9 to Week 12. During these weeks, the students were assigned to do Class Assignments 1 to 4. In each class assignment, the students were asked to do self-and peer- assessment activities. At the same time, the teacher observed students’ lower-and higher-thinking skills and scored based on the LOTs and HOTs rubrics. About two weeks after doing each class assignment, the teacher administered progress tests.  Later, the students were assigned in groups to do the final project (Drama activity). A drama activity was also used to assess students’ ability to apply intonation knowledge. The students, peers and judges evaluate the final project. The teacher then administered the questionnaires with the students and carried out focus group interviews. In the last class, the students were asked to do the post-test.The results revealed that the self- and peer-assessments made substantial contributions to students’ learning and affected their intonation ability. While collaborating with peers and engaging in assessment activities, they reflected their own and peers’ intonation performance, recognized their strengths and weaknesses, received peer feedback for improvement, and learned how to solve problems. The students had improvement on their intonation ability over time and could apply their intonation knowledge learned from the course in contexts. The results also indicated that the self-and peer-assessments have positive effects on students’ higher-order thinking. Evidence from the interview and observation did suggest that the participants improved their higher-order thinking skill and stimulate sense of collaboration and team working among students. The study also found that the students had positive attitudes towards self-and peer-assessments as they acknowledged their benefits in various aspects. Implications for research and pedagogical implications which include integrating self-and peer-assessments as part of learning activities to promote intonation learning among students are discussed. Limitations and recommendations for further research are also presented.