| تعداد نشریات | 24 |
| تعداد شمارهها | 863 |
| تعداد مقالات | 7,706 |
| تعداد مشاهده مقاله | 13,745,016 |
| تعداد دریافت فایل اصل مقاله | 11,794,520 |
Diagnosing the Iranian L2 Writing Ability Using Self-Assessment and Level Specific Approaches | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 34، شماره 1، مرداد 2015، صفحه 145-173 اصل مقاله (269.25 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2015.3459 | ||
| نویسندگان | ||
| Mahboubeh Taghizadeh* ؛ Seyyed Mohammad Alavi؛ Abbas Ali Rezaee | ||
| University of Tehran | ||
| چکیده | ||
| The objectives of this study were (a) to examine the writing performance of L2 learners on the level-specific tasks based on Common European Framework of Reference (CEFR) and (b) to study the likely difference between students' self-assessed level of writing and those reported by raters. The study was conducted with 138 Iranian students at BA and MA levels in Alborz Institute of Higher Education. The participants' majors were Teaching English as a Foreign Language (TEFL), English Literature, and Translation Studies. DIALANG writing self-assessment grid, CEFR writing self-assessment grid, and three writing tasks at B1 (i.e., intermediate), B2 (i.e., upper intermediate), and C1 (i.e., advanced) levels were administered. Descriptive statistics and chi-square test were run to determine each student's writing level based on their performance on the writing tasks and the self-assessment grids. The results showed that (a) no one in the BA group was placed at the C1 level, and only 17.3% of MA students could reach this level; (b) students of both groups rated their writing ability higher on the CEFR grid, whereas they rated themselves lower on the DIALANG grid; and (c) the learners' self-assessment did not correspond closely with their performance on the writing tasks, and only one-third of them were accurate in assessing their writing ability. Writing teachers are suggested to implement self-assessment and introduce CEFR and DIALANG statements as part of the language instruction and to train students to conduct self-assessment based on the can do statements. | ||
| کلیدواژهها | ||
| CEFR؛ DIALANG؛ diagnostic test؛ level specific rating؛ self-assessment؛ task complexity؛ writing task | ||
| مراجع | ||
|
Abolfazli Khonbi, Z., & Sadeghi, K. (2012). The effect of assessment type (self vs. peer) on Iranian university EFL students' course achievement. Procedia - Social and Behavioral Sciences, 70, 1552 – 1564.
Alderson, J. C. (Ed.), (2002). Case studies in the use of the Common European Framework. Strasbourg, France: Council of Europe.
Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. London: Continuum.
Alderson, J. C., Figueras, N., Kuijper, H., Nold, G., akala, S., & Tardieu, C. (2009). Analysing tests of reading and listening in relation to the Common European Framework of reference: The experience of the Dutch CEFR construct project. Language Assessment Quarterly, 3(1), 3-30.
Alderson, J. C., & McIntyre, D. (2006). Implementing and evaluating a self-assessment mechanism for the web-based language and style course. Language and Literature, 15(3), 291–306.
Andrade, H., Du,Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education, 17(2), 199–214.
Baker, C. (2002). Council of Europe: Common European framework of reference: Learning, teaching, assessment. Journal of Sociolinguistics, 6(3), 467-470.
Barbera, E. (2009). Mutual feedback in e-portfolio assessment: An approach to the net folio system. British Journal of Educational Technology, 40(2), 342-357.
Barenfanger, O., & Tschirner, E. (2008). Language educational policy and language learning quality management: The common European framework of reference, FOREIGN LANGUAGE ANNALS, 41(1), 81-101.
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–74.
Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign language skills. Language Learning, 39(3), 313–340.
Bloom, L. Z. (1997). Why I (used to) hate to give grades. College Composition and Communication, 48, 360-371.
Blue, G. (1994). Self-assessment of foreign language skills: Does it work? CLE Working Papers, 3, 18–35.
Brantmeier, C., & Vanderplank, R. (2008). Descriptive and criterion-referenced self-assessment with L2 readers. System, 36, 456–477.
Brown, A. (2005). Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing, 10, 174-191.
Brown, H. (2004). Language assessment: Principles and classroom practices. New York, NY: Longman.
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31.
Byrnes, H. (2007). Perspectives. The Modern Language Journal, 91, 641-645.
Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235–262.
Council of Europe (2001). The common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Cram, B. (1995). Self-assessment: From theory to practice. In: G. Brindley (Ed.), Language assessment in action: Developing a workshop guide for teachers (pp.271–305). NCELTR: Sydney, NSW.
Dann, R. (2002). Promoting assessment as learning: Improving the learning process. New York: Routledge.
Deakin-Crick, R., Lawson, H., Sebba, J., Harlen, W., & Yu, G. (2005). Research evidence of the impact on students of self-and peer-assessment. EPPI-Centre: London.
Elbow, P. (1997). Taking time out from grading and evaluating while working in a conventional system. Assessing Writing, 4, 5-28.
Escribano, I. D., & McMahon, J. P. (2010). Self-assessment based on language learning outcomes: A study with first year Engineering students. Revista Alicantina de Estudios Ingleses, 23, 133-148.
Esfandiari, R., & Myford, C. M. (2013). Severity differences among self-assessors, peer-assessors, and teacher assessors rating EFL essays. Assessing Writing, 18, 111–131.
Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 330–395.
Gower, R. (2008). Real writing 3. Cambridge: Cambridge University Press.
Haahr, J. H., & Hansen, M. E. (2006). Adult skills assessment in Europe: Feasibility study. Danish Technological Institute.
Haines, S. (2008). Real writing 4. Cambridge: Cambridge University Press.
Hamp-Lyons, L. (2007). Final report of the longitudinal study on the school-based assessment component of the 2007 HKCE English language examination. Report submitted to the Hong Kong Examinations and Assessment Authority, November.
Hamp-Lyons, L., & Mathias, S. P. (1994). Examining expert judgments of task difficulty on essay tests. Journal of Second Language Writing, 3, 49–68.
Hana Lim, H. (2007). A Study of self- and peer-assessment of learners’ oral proficiency. CamLing, 169-176.
Harris, M. (1997). Self-assessment of language learning in formal setting. ELT Journal, 51(1), 12-20.
Harsch, C., & Martin, G. (2012). Adapting CEF-descriptors for rating purposes: Validation by a combined rater training and scale revision approach. Assessing Writing 17(4), 228–50.
Hasselgreen, A. (2003). Bergen “Can do” Project. Strasbourg, France: Council of Europe.
Heyworth, F. (2006). The common European framework. ELT Journal, 60, 181-183.
Kato, F. (2009). Student preferences: Goal-setting and self-assessment activities in a tertiary education environment. Language Teaching Research, 13(2), 177–199.
Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp.57–71). Mahwah, NJ: Lawrence Erlbaum.
Klimova, B. F., & Hubackova, S. (2013). Diagnosing students' language knowledge and skills. Procedia - Social and Behavioral Sciences, 82, 436 – 439.
Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20, 148–161.
Kuiken, F., & Vedder, I. (2008). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17, 48–60.
Little, D. (2005). The common European framework and the European language portfolio: Involving learners and their judgements in the assessment process. Language Testing, 22, 321-336.
Little, D. (2007). The common European framework of reference for languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91, 645-653.
Manchon, R. M., Roca de Larios, J., & Murphy, L. (2009). The temporal dimension and problem-solving nature of foreign language composing processes: Implications for theory. In R. M. Manchon (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp.102–129). Clevedon, UK: Multilingual Matters.
Matsuno, S. (2009). Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 26(1), 75–100.
Moritz, C. E. B. (1996, March). Student self-Assessment of language proficiency: Perceptions of self and others. Paper session presented at the meeting of American Association for Applied Linguistics, Chicago.
Morrow, K. (2004). Background of the CEE. In K. Morrow (Ed.), Insights from the common European framework (pp.3-11). Oxford, UK: Oxford University Press.
North, B. (2004). Relating assessments, examinations, and courses to the CEE. In K. Morrow (Ed.), Insights from the common European framework (pp.77-90). Oxford: UK: Oxford University Press.
Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.
Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity In EFL students’ argumentative writing. Journal of Second Language Writing, 19, 218–233
Orsmond, P., Merry, S., & Reiling, K. (1997). A study in self-assessment: Tutor and students’ perception of performance criteria. Assessment and Evaluation in Higher Education, 22(4), 357–369.
Oscarson M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6(1), 1–13.
Oscarson, M. (1997). Self-assessment of foreign and second language proficiency. In C. Clapham & D. Corson (Eds.), Encyclopedia of language and education (pp.175–187). Dordrecht, Netherlands: Kluwer Academic.
Palmer, G. (2008). Real writing 2. Cambridge: Cambridge University Press.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychology, 36(2), 89–101.
Peden, B. F., & Carroll, D. W. (2008). Ways of writing: Linguistic analysis of self-assessment and traditional assignments. Teaching of Psychology, 35(4), 313–318.
Robinson, P. (2001a). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57.
Robinson, P. (2001b). Task complexity, cognitive resources and syllabus design: a triadic framework for examining task influences on SLA). In P. Robinson (Ed.), Cognition and second language instruction (pp.287–318). Cambridge University Press: Cambridge.
Robinson, P. (2003). The Cognition Hypothesis: Task design, and adult task-based language learning. Second Language Studies, 21, 45–105.
Robinson, P. (2005). Cognitive complexity and task sequencing: studies in a componential framework for second language task design. IRAL, 43, 1–32.
Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics, 45(3), 193-213.
Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experimental factors. Language Testing, 15(1), 1–19.
Sadler, P., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11(1), 1-31.
Saito, H., & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research, 8(1), 31–54.
Sally, A. (2005). How effective is self-Assessment in writing? In P. Davidson, C. Coombe, & W. Jones (Eds.), Assessment in the Arab world (pp. 307-321). United Arab Emirates: TESOL Arabia.
Schendel, P., & O'Neill, P. (1999). Exploring the theories and consequences of self-assessment through ethical inquiry. Assessing Writing, 6(2), 199-227.
Schoonen, R. (2005). Generalizability of writing scores: An application of structural equation modeling. Language Testing, 22, 1–30.
Schoonen, R., Snellings, P., Stevenson, M., & van Gelderen, A. (2009). Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing. In R. M. Manchon (Ed.), Writing in foreign language contexts: Learning, teaching and research (pp.77–101). Bristol: Multilingual Matters.
Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373–391.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp.167–185). Harlow: Pearson Education Longman.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1–14.
Skehan, P., & Foster, P. (2001). Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction (pp.183–205). Cambridge: Cambridge University Press.
Suzuki, M. (2009). The compatibility of L2 learners' assessment of self- and peer revisions of writing with teachers' assessment. TESOL Quarterly, 43(1), 137-148.
Todd, R.W. (2002). Using self-assessment for evaluation. English Teaching Forum, 40(1), 16–19.
Topping, K. J. (2003). Self-and peer-assessment in school and university: Reliability, validity and utility. In: M. Segers & E. Cascallar (Eds.), Optimizing new methods of assessment: In search of qualities and standards (pp. 55–87). Dordrecht, Netherlands: Kluwer Academic Publishers.
Towler, L., & Broadfoot, P. (1992). Self‐assessment in the primary school. Educational Review, 44(2), 137-151.
Van Ek, J. A. (1977). Threshold level for modern language levels in schools. London: Longman.
Van Ek. J. A., & Trim, J. (1991). Waystage 1990. Cambridge: Cambridge University Press.
Van Ek, J. A., & Trim, J. (1997). Vantage Level. Strasbourg: Council of Europe.
Von Elek, T. (1985). A test of Swedish as a second language: An experiment in self-Assessment. In Y. P. Lee, A. C. Fok, R. Lord, & G. Low (Eds.), New directions in language testing (pp. 47-55). Oxford: Pergamon Press.
Wagner, L, & Lilly, D. H. (1999). Asking the experts: Engaging students in self-assessment and goal setting through the use of portfolios. Assessment for Effective Intervention, 25(1), 31-43.
Weir, C. J. (2005). Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing, 22, 281-300.
Yancey, K. B. (1998). Reflection in the writing classroom. UT: Utah State University Press. | ||
|
آمار تعداد مشاهده مقاله: 2,653 تعداد دریافت فایل اصل مقاله: 2,199 |
||