Published

2016-07-01

Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom

Habilidades de argumentación: un enfoque de evaluación por pares a los debates en el aula de inglés como lengua extranjera

Keywords:

Argumentation skills, experience, peer assessment (en)
evaluación por pares, experiencia, habilidades de argumentación (es)

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Authors

  • Diego Fernando Ubaque Casallas Centro Colombo Americano
  • Freddy Samir Pinilla Castellanos

This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners’ argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners’ awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency.

Este artículo presenta un estudio de investigación acción exploratoria llevado a cabo en una institución privada en Bogotá, Colombia, con un grupo de 12 estudiantes en un curso de inglés B1. Estos estudiantes enfrentaron dificultades al elaborar sus ideas al discutir temas de clase. El estudio usó esquemas de argumentación y una evaluación por pares para impulsar las habilidades argumentativas de los alumnos. Se analizaron conversaciones audio grabadas y entrevistas abiertas donde se reveló que los esquemas de argumentación y la evaluación por pares promueven el conocimiento y la capacidad de participar en los procesos de argumentación. La evaluación por pares resultó ser una herramienta fundamental para mejorar el aprendizaje personal y colaborativo, al igual que para promover la reflexión y actuación del alumno.

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