scholarly journals The Relationship between Risk taking and Self-assessment of EFL Learners in Writing Ability

2013 ◽  
Vol 3 (1) ◽  
pp. 125-136
Author(s):  
Zeinab Hivechi ◽  
Ali Akbar Farahani
Keyword(s):  
Risk Taking ◽  
Self Assessment ◽  
Writing Ability ◽  
Efl Learners ◽  
The Relationship

scholarly journals EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT

2018 ◽  
Vol 4 (2) ◽  
pp. 200
Author(s):  
Andri Suherman
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Mean Value ◽  
Writing Proficiency ◽  
Multiple Sources ◽  
Self Assessment ◽  
Writing Ability ◽  
Efl Learners ◽  
Assessment Performance

This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points. First, based on the mean value and standard deviation, Communicative was the most popular learning styles among the students, followed by three others styles, called Concrete, Analytical, and Authority-Oriented. Second, based on the students’ writing scores, eight students were considered the most proficient writers, and most of them had applied Communicative learning style to help them organize their writings. Third, the most proficient writers, compared to the self-assessment performance of the least proficient writers, appeared to underestimate their writing ability. The pedagogical implications of this study were to provide insight to EFL teachers into how students’ learning styles can help them to make the necessary adaptation and changes in the instruction, and to inform EFL learners with some suggestions to carry out self-assessments to help them improve their writing performance.

On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions

2001 ◽  
Vol 133-134 ◽  
pp. 227-239 ◽  
Author(s):  
G. Reza Kiany ◽  
M. Khezri Nejad
Keyword(s):  
Multiple Regression ◽  
English Learners ◽  
English Proficiency ◽  
Data Gathering ◽  
Chi Square ◽  
Writing Ability ◽  
Efl Learners ◽  
Chi Square Analysis ◽  
Writing Scores ◽  
The Relationship

Abstract The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability? The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words. The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.

scholarly journals Self-Assessment in Academic Writing: A UAE Case Study

2009 ◽  
Vol 6 (2) ◽  
pp. 52-67
Author(s):  
David Litz
Keyword(s):  
Academic Writing ◽  
Statistical Correlation ◽  
Self Assessment ◽  
Writing Ability ◽  
English Writing ◽  
Moment Coefficient ◽  
Writing Assignment ◽  
University Level ◽  
The Relationship

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

scholarly journals A Study on the Relationship between Iranian EFL Learners’ Beliefs and Their Writing Ability

2012 ◽  
Vol 1 (4) ◽  
pp. 161-172
Author(s):  
Javad Javadi ◽  
Shahrokh Jahandar ◽  
Morteza Khodabandehlou
Keyword(s):  
Writing Ability ◽  
Efl Learners ◽  
The Relationship

scholarly journals Diagnostic Assessment of Writing through Dynamic Self-Assessment

2016 ◽  
Vol 6 (6) ◽  
pp. 19
Author(s):  
Siamak Mazloomi ◽  
Mona Khabiri
Keyword(s):  
Dynamic Assessment ◽  
Language Teachers ◽  
Proximal Development ◽  
Self Assessment ◽  
Writing Classes ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Ongoing Assessment

<p>Deeply rooted in the sociocultural theory of mind by Vygotsky, Dynamic assessment (DA) asserts that mediation is essential for online diagnosis in the classroom. One of the major challenges facing language teachers is the assessment of the learners’ Zone of Proximal Development (ZPD) level or diagnosing the amount of mediation or scaffolding they require to achieve their potential level. Ongoing assessment of the learner’s ZPD and the tailoring of mediation to fit the learning environment seems to be a vital stage. Dynamic self-assessment (DSA) can be applied for diagnostic purposes in writing classes. In this research, it is assumed that the analysis and comparison of teacher’s assessment and DSA will not only indicate their ZPD level or the amount of mediation the learners require but also diagnose their weaknesses and strengths in writing. A quasi-experimental research on 60 sophomore English Translation students in essay writing classes in Islamshahr Azad University revealed that DSA not only significantly affects the EFL learners’ writing ability, but also it is incrementally correlated with teacher’s assessment through 8 weeks of treatment, and the analysis of DSAs reveals the leaner’s’ weaknesses and the areas which should be emphasized.</p>

Barriers of physical activity (kinesiophobia) in patients subjected to cardiac rehabilitation

2014 ◽  
Vol 6 (4) ◽  
Author(s):  
Janusz Kocjan ◽  
Andrzej Knapik
Keyword(s):  
Physical Activity ◽  
Cardiac Rehabilitation ◽  
Short Form ◽  
Social Activity ◽  
Self Assessment ◽  
Rehabilitation Process ◽  
Sf 36 ◽  
Polish Version ◽  
High Level ◽  
The Relationship

AbstractBackground: Comprehensive cardiac rehabilitation (CR) is a process designed to restore full physical, psychological and social activity and to reduce cardiovascular risk factors. Fear of movement may contribute to the occurrence and intensification of hypokinesia, and consequently affect the effectiveness of therapy. The aim of the study was to determine the level of barriers of physical activity in patients undergoing cardiac rehabilitation. The relationship between selected determinants (age and health selfassessment) and the kinesiophobia level were also examined.Material/Methods: 115 people aged 40-84 years were examined: 50 females (x = 63.46; SD = 11.19) and 65 males (x = 64.65; SD = 10.59) - patients undergoing cardiac rehabilitation at the Upper-Silesian Medical Centre in Katowice. In the present study, the Polish version of questionnaires: Kinesiophobia Causes Scale (KCS) and Short Form Health Survey (SF-36) were used. Questionnaires were supplemented by authors’ short survey.Results: The patients presented an elevated level of kinesiophobia, both in general as well as in individual components. In women, the kinesiophobia level was higher than in men. The psychological domain was a greater barrier of physical activity than the biological one. Strong, negative correlations of psychological and biological domains of kinesiophobia to physical functioning (SF-36) were noted in women. In the case of men, correlations were weaker, but also statistically significant.Conclusions: 1. Sex differentiates patients in their kinesiophobia level 2. Poor self-assessment of health is associated with a greater intensification of kinesiophobia 3. A high level of kinesiophobia may negatively affect cardiac rehabilitation process

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