| Titre : | The Impact of Transparent Assessment Criteria on EFL Essay Writing Quality: An Experimental Study with Master’s Two ELT Students at Ammar Thelidji University of Laghouat | | Type de document : | texte manuscrit | | Auteurs : | Latar, Roufida, Auteur ; Souhila Korichi, Directeur de thèse | | Editeur : | Laghouat : University Amar Telidji - Department of English | | Année de publication : | 2025 | | Importance : | 100 p. | | Accompagnement : | CD | | Langues : | Anglais | | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | Transparent Assessment Criteria EFL Essay Writing Quality Experimental Study Master Two ELT | | Résumé : | A principle that has gained increasing attention as a potential factor influencing essay writing
quality is the use of Transparent Assessment Criteria, especially in higher education.
Therefore, the purpose of this study was to investigate the impact of transparent teacher
assessment criteria on essay writing quality among Master Two ELT students at Ammar
Thelidji University of Laghouat during the 2025-2026 academic year. Accordingly, the study
tested the following hypothesis: if EFL students received transparent teacher assessment
criteria, then the quality of their essays would have improved. The study also measured
changes in key areas, including relevance, organization, vocabulary, grammar, mechanics,
and overall readability. To investigate this, a quantitative experimental research design was
conducted. Out of the initial (29) students who participated in the Pre-test phase, (16)
completed the entire experimental procedure, which included three phases: a Pre-test, a
Treatment, and a Post-test. These participants were randomly assigned to either experimental
or control groups producing a total of (32) essays. Statistical analysis reported that the
experimental group achieved an overall improvement of (35%) in comparison to the control
group, with significant improvements across all measured aspects. These findings supported
the hypothesis, suggesting that access to transparent teacher assessment criteria enhanced EFL
students’ writing quality. Based on these results, it is recommended that teachers implement
such criteria into their practices to further enhance their students’ essay writing quality.
However, due to the limited sample size, the results cannot be generalized to all EFL students.
Future research should explore the applicability of these findings with a larger sample and
broader contexts. | | note de thèses : | Degree in English Language Teaching (ELT) |
The Impact of Transparent Assessment Criteria on EFL Essay Writing Quality: An Experimental Study with Master’s Two ELT Students at Ammar Thelidji University of Laghouat [texte manuscrit] / Latar, Roufida, Auteur ; Souhila Korichi, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 100 p. + CD. Langues : Anglais | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | Transparent Assessment Criteria EFL Essay Writing Quality Experimental Study Master Two ELT | | Résumé : | A principle that has gained increasing attention as a potential factor influencing essay writing
quality is the use of Transparent Assessment Criteria, especially in higher education.
Therefore, the purpose of this study was to investigate the impact of transparent teacher
assessment criteria on essay writing quality among Master Two ELT students at Ammar
Thelidji University of Laghouat during the 2025-2026 academic year. Accordingly, the study
tested the following hypothesis: if EFL students received transparent teacher assessment
criteria, then the quality of their essays would have improved. The study also measured
changes in key areas, including relevance, organization, vocabulary, grammar, mechanics,
and overall readability. To investigate this, a quantitative experimental research design was
conducted. Out of the initial (29) students who participated in the Pre-test phase, (16)
completed the entire experimental procedure, which included three phases: a Pre-test, a
Treatment, and a Post-test. These participants were randomly assigned to either experimental
or control groups producing a total of (32) essays. Statistical analysis reported that the
experimental group achieved an overall improvement of (35%) in comparison to the control
group, with significant improvements across all measured aspects. These findings supported
the hypothesis, suggesting that access to transparent teacher assessment criteria enhanced EFL
students’ writing quality. Based on these results, it is recommended that teachers implement
such criteria into their practices to further enhance their students’ essay writing quality.
However, due to the limited sample size, the results cannot be generalized to all EFL students.
Future research should explore the applicability of these findings with a larger sample and
broader contexts. | | note de thèses : | Degree in English Language Teaching (ELT) |
|
Ajouter le résultat dans votre panier Faire une suggestion Affiner la rechercheThe Impact of Transparent Assessment Criteria on EFL Essay Writing Quality: An Experimental Study with Master’s Two ELT Students at Ammar Thelidji University of Laghouat / Latar, Roufida
