Hailu Wubshet Degefu
Biographic Data
| ID | 8385869 |
|---|---|
| NAME | Hailu Wubshet Degefu |
| GIVEN NAMES | Hailu Wubshet |
| FAMILY NAME | Degefu |
| SIGNATURE | DEGEFU H W |
| AFFILIATIONS | Hawassa University |
| ORCID | 0000-0003-3653-8745 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Augmenting EFL learners’ writing performance and perceptions
Different studies designate the application of peer assessment is well-known within educational contexts. However, scholarly analysis into its pedagogical usefulness remains inconsistent, particularly within EFL writing environment. Consequently, this study investigates the efficacy of teacher-m e diated peer assessment in enhancing EFL students’ writing performance and perceptions. A non-equivalent control group pre-test and post-test quasi-expe…
Investigating instructor-guided peer assessment
Besides linguistics and cognitive demands, EFL learners often struggle with negative writing attitudes. Various research findings regarding peer assessment in writing pedagogy, reflecting this issue, are still inconsistent: some highlight its potential to enhance confidence and engagement, while others report increased anxiety and hesitation about peers' evaluative abilities. To address this gap, the present study investigated the effectiveness o…
Effects of dialogue journal writing on EFL learners’ writing performance
The main aim of this study was to examine the effects of dialogue journal writing on the writing performance of EFL first-year students at Hawassa University. Two intact classes were randomly selected from the Social Science stream to participate in the study. A quasi-experimental pretest-posttest control group design was employed. After administering a pre-test to both the experimental and comparison groups at the onset of the intervention and a…
Teacher-assisted peer assessment and self-efficacy in writing
This study examines the impact of teacher-assisted peer assessment on EFL learners' writing self-efficacy. A non-equivalent pre-test and post-test control group quasi-experimental design was employed to answer the research questions. The participants of the study were 60 second-year economics students from two intact groups who enrolled in basic writing skills course. The two groups were assigned into the experimental group ( N = 30) and the cont…
No prominent works on this page.
Teacher-assisted peer assessment and self-efficacy in writing
This study examines the impact of teacher-assisted peer assessment on EFL learners' writing self-efficacy. A non-equivalent pre-test and post-test control group quasi-experimental design was employed to answer the research questions. The participants of the study were 60 second-year economics students from two intact groups who enrolled in basic writing skills course. The two groups were assigned into the experimental group ( N = 30) and the cont…
Augmenting EFL learners’ writing performance and perceptions
Different studies designate the application of peer assessment is well-known within educational contexts. However, scholarly analysis into its pedagogical usefulness remains inconsistent, particularly within EFL writing environment. Consequently, this study investigates the efficacy of teacher-m e diated peer assessment in enhancing EFL students’ writing performance and perceptions. A non-equivalent control group pre-test and post-test quasi-expe…
Investigating instructor-guided peer assessment
Besides linguistics and cognitive demands, EFL learners often struggle with negative writing attitudes. Various research findings regarding peer assessment in writing pedagogy, reflecting this issue, are still inconsistent: some highlight its potential to enhance confidence and engagement, while others report increased anxiety and hesitation about peers' evaluative abilities. To address this gap, the present study investigated the effectiveness o…
Effects of dialogue journal writing on EFL learners’ writing performance
The main aim of this study was to examine the effects of dialogue journal writing on the writing performance of EFL first-year students at Hawassa University. Two intact classes were randomly selected from the Social Science stream to participate in the study. A quasi-experimental pretest-posttest control group design was employed. After administering a pre-test to both the experimental and comparison groups at the onset of the intervention and a…
EFL/ESL Teaching and Learning (4 works) · Reflective Practices in Education (3 works) · Student Assessment and Feedback (3 works) · Peer Assessment (2 works) · Peer feedback (2 works) · Writing and Handwriting Education (2 works) · Academic writing (1 works) · Anxiety (1 works) · Cognition (1 works) · Control (management) (1 works)