Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 41، شماره 2، مرداد 2022، صفحه 163-203 اصل مقاله (1.28 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2022.42670.3082 | ||
| نویسندگان | ||
| Afsheen Rezai1؛ Ehsan Namaziandost* 2؛ Siamak Rahimi1 | ||
| 1Assistant Professor, Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd City, lran | ||
| 2PhD in Applied Linguistics (TEFL); 1) Lecturer, University of Applied Science and Technology (UAST), Khuzestan, Ahvaz, Iran 2) Lecturer, Mehrarvand Institute of Technology, Abadan, Iran | ||
| چکیده | ||
| Though many studies have been conducted on the effects of self-assessment on L2 learning over the last decade, none has investigated how self-assessment reports lead to improving L2 learning. Thus, this study aims to disclose how self-assessment reports improve Iranian high school students' writing skills and their perceptions of the effectiveness of self-assessment reports in cultivating writing skills. For this purpose, the researchers selected one intact grade 11 class (n = 21) at Shahed public high school in Borujerd, Iran. During the instruction lasting 15 sessions held twice a week, a self-assessment report was designed based on Nunan's (2004) template and given to the students to assess their writings weekly. Then, a focus group interview was run with six students. Findings documented a significant improvement in the students' writing skills in terms of content, language, organization, and task requirements. Additionally, the focus group interview results yielded four themes: raising students' awareness of evaluation criteria, making students more self-regulated, letting students have a voice in their academic destiny, and increasing students' motivation to write. In light of the findings, a number of conclusions are drawn, and several implications are put forward. | ||
| کلیدواژهها | ||
| Microgenetic Development Analysis؛ Self-assessment Report؛ Thematic Coding Analysis؛ Writing Skills | ||
| مراجع | ||
|
Alavi, S. B., KheirAbadi, R., Rahimi, M., & Darvishi, H. (2016). Vision 1, 2&3 English for schools. Iranian School Textbooks Publication.
Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13(3), 280-297.
Alexander, O., Argent, S., & Spencer, J. (2008). EAP essentials. Garnet.
Al-Mamoory, S. & Abathar Witwit, M. (2021). Critical discourse analysis of oppression in ''to kill a mockingbird''. Journal of Social science and Humanities Research, 9(2), pp.11-24.
Andrade, H. L. (2019). A critical review of research on student self-assessment. Front. Educ. 4(87), 1-13.
Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting washback: A case study. System, 30(2), 207-223.
Asghar, A. M. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation in Higher Education, 35(4), 403-417. doi:10.1080/02602930902862834.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Balderas, I. & Cuamatzi, P. M. (2018). Self and peer correction to improve college students' writing skills. Profile, 20(3), 179–194.
Barootchi, N., & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
Birjandi, P., & Siyyari, M. (2010). Self-assessment and peer-assessment: A comparative study of their effect on writing performance and rating accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, A. (2005). Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing, 10 (3), 174-191.
Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.), The Sage handbook of research on classroom assessment (pp. 367-393). Sage.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38.
Butler, D. L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self-regulation have to do with it? In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 89-111). APA Press.
Carroll, D. (2020). Observations of student accuracy in criteria-based self-assessment, Assessment & Evaluation in Higher Education, 45(8), 1088-1105,
Chammot, A. U., & O'Malley, J. (1994). The CALLA handbook: Implementing the cognitive language learning approach. Addison Wesley.
Chau, J. (2005). Effects of collaborative assessment on language development.
Chen, Y. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(1), 235-262.
Chung, H. Q., Chen, V. & Olson, C.B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34, 1885-1913.
Crusan, D. (2010). Assessment in the second language writing classroom. University of Michigan Press.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dunn, M. (2021). The challenges of struggling writers: strategies that can help. Educ. Sci, 11, 795-819.
Elliot, N., & Perelman, L. C. (Eds.). (2012). Writing assessment in the 21st century: Essays in honor of Edward M. White. Hampton Press.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford University Press.
Esmaili, R., Mousavi-Davoudi, S.M., & Nasiri-Amiri, F. (2021). The impact of spiritual intelligence on aggressive behavior, considering the mediating role of professional ethics: a case study of nurses of Imam Ali (pbuh) hospital in Alborz, Iran. Journal of Pizhūhish dardīn va salāmat, 7(3), 35-50.
Fulcher, G. (2010). Practical language testing. London: Hodder Education.
Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. Longman.
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.
Grower, R., Philips, D., & Walters, S. (1995). Teaching practice: A handbook for teachers in training. Mcmillian.
Hamp-Lyons, L. (2000). Social, professional and individual responsibility in language testing. System, 28(4), 579-591.
Hilgers, T. L., Hussey, E. L., & Stitt-Bergh, M. (2000). The case for prompted self-assessment in the writing classroom. In J. B. Smith & K. B. Yancey (Eds.), Self-assessment and development in writing: A collaborative inquiry (pp. 1-24). Hampton Press.
Hobson, E. H. (1996). Encouraging self-assessment: Writing as active learning. New Directions for Teaching and Learning, 67, 45-58.
Hoo, H. T., Deneen, C., & Boud, D. (2021). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education. (In Press).
Hoomanfard, M. H., Jafarigohar, M., Jalilifar, A., & Masum, S. M. H. (2018). Comparative study of graduate students' self-perceived needs for written feedback and supervisors' perceptions. Journal of Research in Applied Linguistics, 9(2), 24-46.
Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.
Jakavonytė-Staškuvienė, D. (2021). A study of language and cognitive aspects in primary school pupils’ and teachers’ activities through cooperative learning. Educational Sciences: Theory and Practice, 21(3), 88-106.
Kanfer, F. H. (1975). Self-management methods. In F. H. Kanfer & A. P. Goldstein (Eds.), Helping people change: A textbook of methods (pp. 309-355). Pergamon.
Karimi, N., & Sarem, R. (2021). Seismic response of multi-story building using different vibration technique-A review. International Journal of Innovative Research and Scientific Studies, 4(1), 1–13.
Khodadady, E., & Khodabakhshzade, H. (2012). The effect of portfolio and self-assessment on writing ability and autonomy. Journal of Language Teaching and Research, 3(3), 518-524.
Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy and Practice, 16(3), 263-268. doi:10.1080/09695940903319646.
Kyttälä, M., Björn, P. M., Rantamäki, M., Närhi, V., & Aro, M. (2022). Exploring pre-service special needs teachers' assessment conceptions and assessment self-efficacy. European Journal of Special Needs Education. (In Press).
Lam, R. (2010). The role of self-assessment in students' writing portfolios: A classroom investigation. TESL Reporter, 43(2), 16-34.
Lam, R. (2018). Portfolio assessment for the teaching and learning of writing. Springer Briefs in Education.
Li, M., & Zhang, X. (2021). A meta-analysis of self-assessment and language performance in language testing and assessment. Language Testing, 38(2), 1-15.
Litterio, M. L. (2018). Contract grading in the technical writing classroom: Blending community-based assessment and self-assessment. Assessing Writing, 38, 1-9.
Manuputty, R. (2000). An investigation of student self-assessment and writing progress in an English Composition course at Pattimura University, Ambon, Indonesia. Unpublished Master's Thesis at Simon Fraser University, Canada. Retrieved from Proquest Digital Dissertations.
Melhe, M. A., Salah, B. M., & Hayajneh, W. S. (2021). Impact of training on positive thinking for improving psychological hardiness and reducing academic stresses among academically-late students. Educational Sciences: Theory and Practice, 21(1), 132-146.
Mousavi, S. A. (2012). An encyclopaedic dictionary of language testing. Rahnama Press.
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81-87.
Nieminen, J. H. (2021) Beyond empowerment: student self-assessment as a form of resistance, British Journal of Sociology of Education, 42(8), 1246-1264.
North, B. (2000). Defining a flexible common measurement scale: Descriptors for self and teacher assessment. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (pp. 13-48). Lawrence Erlbaum Associates.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and implications. Language Testing, 6(1), 1-13.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
Porter, C., & Cleland, J. (1995). The portfolio as a learning strategy. Heinemann.
Purwanti, T. T. (2015). The Implementation of self-assessment in writing class: A case study at Stabalia Jakarta. TEFLIN Journal, 26(1), 97-116.
Purwanti, T. T. (2015). The implementation of self-assessment in writing class: A case study at Stblia Jakarta. TEFLIN Journal, 26(1), 97-116.
Qinghua, Z. (2021). Evaluation and prediction of sports health literacy of college students based on artificial neural network. Revista De Psicología Del Deporte (Journal of Sport Psychology), 30(3), 9-18. Retrieved from https://www.rpd-online.com/index.php/rpd/article/view/467.
Rahimi, S., Ghonsooly, B., & Rezai, A. (2021). An Online Portfolio Assessment and Perception Study of Iranian High School Students' English Writing Performance during the COVID-19 Pandemic. Teaching English as a Second Language (Formerly Journal of Teaching Language Skills), 40(3), 197-231.
Rasooli, A., Zand, H., & DeLuca, Ch. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation, 56, 164-181.
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti,I. P. D. (2018). Self-assessment: The effect on students' independence and writing competence. International Journal of Instruction, 11(3), 277-290. http://www.e-iji.net/volumes/351-july-2018,-volume-11,-number-3.
Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.
Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language Testing, 15(1), 1-20.
Sabri Ali, F. (2021). The conditions of Lao Hmong refugees in Thailand and the United States of America During the term (1975-1995). Journal of Social science and Humanities Research, 9(2), pp.1-10
Sadeghi, K., Azad Mousavi, M., & Javidi, S. (2017). Relationship between EFL learners' self-perceived communication competence and their task-based and task-free self-assessment of speaking. Journal of Research in Applied Linguistics, 8(2), 31-50.
Schendel, E., & O'Niel, P. (2000). Exploring the theories and consequences of self-assessment through ethical inquiry. Assessing Writing, 6(2), 199-227.
Schunk, D. (2004). Learning theories: An educational perspective. Merill Prentice Hall.
Shahidi, S. (2020). Comparing the effectiveness of conventional and Kano model questionnaire for gathering requirement of online bus reservation system. International Journal of Innovative Research and Scientific Studies, 3(1), 27–32.
Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time. Language Testing, 13(3).
Siegler, R. S. (2006). Microgenetic analyses of learning. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed.). (pp. 464-510). Wiley.
Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11-23). Cambridge University Press.
Soleimani, H., & Rahmanian, M. (2014). Self-, peer-, and teacher-assessments in writing improvement: A study of complexity, accuracy, and fluency. Journal of Research in Applied Linguistics, 5(2), 128-148.
Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38, 196-210.
Weigle, S. C. (2014). Considerations for teaching second language writing. In M. Celece-Murcia., D. M. Briton., & M. A. Snow (Ed.), Teaching English as a second or foreign language (pp. 222-237). Sherrie Rooeher Publication.
White, E. M. (1994). Issues and problems in writing assessment. Assessing Writing, 1(1), 11-27.
White, E. M. (2019). (Re)visiting twenty-five years of writing assessment. Assessing Writing, 42, 1-7.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford University Press.
Wolcott, W. (1998). An overview of writing assessment theory, research, and practice. NCTE.
Yan, Z. & Carless, D. (2021). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education. (In Press).
Yan, Z., Wang, X., Boud, D., & Lao, H. (2021). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education. (In Press).
Zarinkamar, N., Abdi, R., & Davaribina, M. (2021). Developing EFL learners' creativity in writing skill through dynamic assessment-based teaching. Research in English Language Pedagogy, 9(2), 309-338.
Zheng, C., Wang, L., & Sing Chai, C. (2021). Self-assessment first or peer-assessment first: effects of video-based formative practice on learners' English public speaking anxiety and performance. Computer Assisted Language Learning. (In Press).
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-12). Routledge. | ||
|
آمار تعداد مشاهده مقاله: 1,337 تعداد دریافت فایل اصل مقاله: 1,067 |
||