Comparing the Effect of Peer Assessment in Blended, Flipped and Face-To-Face Classes: the Case of Argumentative Essays

Upon the emergence of new instructional assessments of writing in foreign language classes, peer assessment (pa) has received special attention by teachers over the past decades. accordingly, this study aimed to investigate the impact of pa in face-to-face, blended, and flipped classes on english foreign language learners’ (efl) essay writing. to this aim, 65 students were homogenized by the oxford placement test (opt), and 36 students were selected and randomly assigned to three groups of blended, flipped, and face-to-face. writing an argumentative essay as a pre-test was administrated at the beginning of the study to inspect the participants’ prior writing proficiency. regarding the treatment, the flipped group was instructed to use pa within the online class, and the blended group received instruction in an online class and applied pa in a face-to-face one, while the face-to-face group was instructed to use pa in the conventional class. after the treatment sessions, all groups attended to write an argumentative essay as a post-test. paired sample t-test and anova were used to compare the mean scores of the pre-and post-tests of each group. the results of data analysis showed that the experimental groups outperformed the control group in the post-test. also, the results of anova implied that there was not any significant difference between the effect of pa in the flipped and blended groups in the post-test. the results of this study can be useful for english language students, teachers, and researchers interested in using different technologies in teaching.