{'fraction_non_alphanumeric': 0.023134328358208955, 'fraction_numerical': 0.005970149253731343, 'mean_word_length': 5.478260869565218, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An Investigation of the Effect of Different Feedback-based Assessments on Oral Performance and Attitudes of Iranian EFL Learners

Feedback is a core component of the learning process which has three levels: teacher feedback, peer feedback and self-feedback. The role of teacher feedback has received considerable attention from second language acquisition (SLA) researchers for the past three decades. Assessment is another factor in improving learning. The present study is an attempt to investigate and compare the effects of peer feedback-based assessment, teacher feedback-based assessment, and self-feedback-based assessment on oral performance of EFL Iranian learners and also learners’ attitudes toward them. The assessments’ rubric criteria used in this study was based on 14 points scale of Yamashiro and Johnson (1997). The participants comprised 84 TEFL students. A mixed method experimentation design was followed with a between-groups comparison in which independent groups have been compared followed by another phase looking for students’ views through an attitude survey. This study used descriptive statistics, Pearson product moment correlation, one-way ANOVA and post hoc test. The results revealed that teacher feedback-based assessment group performed significantly better than the other two groups in oral performance.