The impact of self-assessment on language learners’ writing skill

2016 ◽  
Vol 55 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Siamak Mazloomi ◽  
Mona Khabiri
Keyword(s):  
Language Learners ◽  
Self Assessment ◽  
Writing Skill ◽  
The Impact

scholarly journals The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Maryam Ebrahimi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learners ◽  
Peer Assessment ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Placement Test ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
The Impact ◽  
Metacognitive Awareness Inventory

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

Self-assessment by medical workers of the degree of influence of working conditions on the development of occupational diseases

2019 ◽  
pp. 463-467 ◽  
Author(s):  
N. N. Petrukhin ◽  
O. N. Andreenko ◽  
I. V. Boyko ◽  
S. V. Grebenkov
Keyword(s):  
Health Care ◽  
Working Conditions ◽  
Occupational Diseases ◽  
Health Workers ◽  
Medical Personnel ◽  
Long Term Memory ◽  
Self Assessment ◽  
Medical Institutions ◽  
Care Workers ◽  
The Impact

Introduction. The activities of health workers are associated with the impact of many harmful factors that lead to loss of health. Compared with other professional groups, health care workers are ill longer and harder, which may be due to polymorbidity pathology.The aim of the study based on the survey data to study the representation of health workers about working conditions and to identify their impact on the formation of occupational diseases.Materials and methods. In order to get a real idea of the attitude of medical workers to their working conditions in 2018, an anonymous survey was conducted of 1129 doctors and 776 employees of secondary and junior medical personnel working in health care institutions in St. Petersburg, Moscow, Krasnoyarsk, Vologda and Orel.Results. Research of working conditions and health of physicians allowed to establish that work in medical institutions imposes considerable requirements to an organism of working, its physical condition and endurance, volume of operational and long-term memory, ability to resist to mental, moral and ethical overloads.Conclusions: The most important method of combating the development of occupational diseases is their prevention. Organizational and preventive measures should be aimed primarily at monitoring the working conditions and health of medical staff .

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

ReCALL ◽  
2013 ◽  
Vol 26 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Jie Chi Yang ◽  
Peichin Chang
Keyword(s):  
Language Learners ◽  
Listening Comprehension ◽  
Short Term Memory ◽  
Limited Capacity ◽  
Short Term ◽  
Term Memory ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact ◽  
Reduced Forms

AbstractFor many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

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