國立高雄科技大學應用外語學報第二十九期 Journal of Applied Foreign Languages pp.1-18 Volume 29, December 2018 Effects of Self- and Peer-assessments on Developing Thai EFL Students’ Lower- and Higher-Order Thinking Skills 1 Effects of Self- and Peer-assessments on Developing Thai EFL Students’ Lower- and Higher-Order Thinking Skills Pranee Seenak, Ph.D 1,* and Dumrong Adunyarittigun, Assoc.Prof. Ph.D 2 1 Business English Department, Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University 73000, Thailand 2 Department of English and Linguistics, Faculty of Liberal Arts, Thammasat University, Thaprachan 10200, Thailand Abstract This study aimed at examining the effects of self- and peer-assessments on developing students’ lower- and higher-order thinking skills while they were learning intonation lessons in the English Phonetics class. One intact group of thirty-five second-year students in a public university in Thailand participated in the study. The data were collected from class assignments and self-/peer-assessment forms, rubric for assessing students’ lower- and higher-order thinking skills, and semi-structured interview. The participants received intonation instruction which integrated self-and peer-assessments as learning activities. The results revealed that the self- and peer-assessments made substantial contributions to students’ development of lower- and higher-order thinking. They reflected their own ability to learn and apply English intonation and their peers’ learning performance, recognized strengths and weaknesses, provided their peer with feedback for improvement, and also learned how to solve problems collaboratively. Research and pedagogical implications encourage integration of self- and peer-assessments as part of learning activities to promote higher-order thinking. Keywords: intonation, intonation learning, intonation assessment, self- and peer-assessments, lower-and-higher thinking skills.