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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
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 moduledoi:10.6007/ijarbss/v11-i7/10526 fatcat:we6gqkjoovgg5mt3jfmll2pdqm