This study aims to gain a better understanding of how the newly arisen social messaging may impact the practice of peer assessment. Seventy-nine ESL (English as Second Language) students reviewed each other’s English essays in three peer assessment groups: a three-member group using wiki (wiki group), a three-member group using social messaging (small messaging group), and a six-member group using social messaging (big messaging group). Data analysis suggested that peer assessment facilitated by social messaging can be at least of the same effectiveness as wiki-facilitated peer assessment on ESL students’ writing skills and intrinsic motivation. In addition, the findings indicated that students in the small messaging group outperformed students in the big messaging group on essay writing, and reported a significantly higher rating on Perceived Competence, a positive indicator of the behavioral measures of intrinsic motivation, than students in the big messaging group.
This is the peer reviewed version of the following article: Li, L, Gao, F, Guo, S. The effects of social messaging on students' learning and intrinsic motivation in peer assessment. J Comput Assist Learn. 2019; 1– 10. https://doi.org/10.1111/jcal.12409, which has been published in final form at https://doi.org/10.1111/jcal.12409. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Li, Lan; Gao, Fei; and Guo, Shuqing, "The Effects of Social Messaging on Students’ Learning and Intrinsic Motivation in Peer Assessment" (2019). Visual Communication and Technology Education Faculty Publications. 50.
Journal of Computer Assisted Learning
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