This study was aimed at investigating the effect of collaborative assessment, on the EFL learners’ reading comprehension, and thinking abilities. In this mixed methods research design study, 62 intermediate EFL learners out of a population of 110 English language learners, were randomly selected and divided into two Groups of experimental and control with 31 participants in each group .They were both female and male, who were administered a thinking ability questionnaire and a reading comprehension test at the pre-test and post-test stage of the study. Furthermore, semi structured interviews were conducted with 15 participants and six sessions of the course were picked for observation. A multivariate ANOVA (MANOVA) test was run and the obtained. Results revealed that the students in the experimental group showed statistically significant gains on the reading comprehension as compared with the participants in the control group but did not show any significant difference on their thinking abilities. Similarly, the analysis of the interviews and classroom observations provided important themes which revealed that the students found collaborative assessment a very fruitful and practical way of promoting their reading skills.
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Mahdieh Donyadari , 1398 , Implementing Collaborative Assessment in Iranian EFL Learners` Reading Comprehension and its Effect on Thinking Abilities , اولين کنفرانس بين المللي مطالعات زبان انگليسي
