THE EFFECT OF SELF ASSESSMENT ON THE EFL STUDENTS' SELF EFFICACY CONCERNING SPEAKING SKILLS

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

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Dramatizing the CLIL to Promote Learners' Speaking Skills and Their Self-efficacy

Universal Journal of Educational Research ◽

10.13189/ujer.2021.090105 ◽

2021 ◽

Vol 9 (1) ◽

pp. 37-52

Author(s):

Alaa Aladini ◽

Mahmoud Jalambo

Keyword(s):

Self Efficacy ◽

Speaking Skills

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Enhancing Self Efficacy Of Prolanis Group On Self Assesment Of Diabetic Foot Early Detection Based On Health Belief Model Theory And Bandura’s Self Efficacy

STRADA JURNAL ILMIAH KESEHATAN ◽

10.30994/sjik.v9i2.409 ◽

2020 ◽

Vol 9 (2) ◽

pp. 950-953

Author(s):

Didik Susetiyanto Atmojo ◽

Heny Kristanto ◽

Hengky Irawan

Keyword(s):

Diabetic Foot ◽

Self Efficacy ◽

Health Belief ◽

Outcome Expectations ◽

Wilcoxon Test ◽

P Value ◽

Self Assessment ◽

Efficacy Outcome ◽

Post Test ◽

Belief Model

Diabetes Mellitus (DM) complications are serious problems for patients and their families. . The purpose of this study was to improve Self Efficacy on the ability to detect the risk of diabetic foot injury.The research design used was pre-experimental research with a one group pre-post test design approach. Respondents of this study were the Clinic Prolanis Group dr. Chreslina Subagyo, Kediri City Collecting data with clinical questionnaire sheet self-efficacy skills in order to determine the increase in self-efficacy. Based on the Wilcoxon test above, the p value = 0.000, which means that action given caused a changed or increased in a person's self-assessment This study revealed that the potential impact of self-efficacy, outcome expectations considered in the education program for patients. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care

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Confronting Cultural Barriers in Public Speaking through Multiple Learning Strategies: A Case of Indonesian EFL Learners

Jurnal Humaniora ◽

10.22146/jh.53380 ◽

2020 ◽

Vol 32 (1) ◽

pp. 51

Author(s):

Concilianus Laos Mbato

Keyword(s):

Learning Strategies ◽

Mixed Methods Research ◽

Public Speaking ◽

Research Question ◽

The Body ◽

Cultural Barriers ◽

Independent Learning ◽

Efl Students ◽

Public Speakers ◽

Speaking Skills

Cultural barriers, anxiety and lack of English competence may lead to EFL students’ failures in public peaking. Conducive learning environments, right coaching and learning strategies are likely to increase the possibility of students’ success. This research aimed to investigate whether the implementation of multiple learning strategies empowered Indonesian EFL students’ public speaking skills. 56 students enrolled in three public speaking classes of Sanata Dharma University, Yogyakarta in the academic year 2017-2018 participated in the research. One overriding research question was postulated, i.e., to what extent does the implementation of multiple learning strategies empower students’ public speaking skills? To answer the question, classroom mixed-methods research was employed where students filled out four different questionnaires and submitted focus group discussion (FGD) results at the end of the semester. Quantitative and qualitative data analyses indicated that students had very high perceptions about the use of and the combinations of reflections, peer-, teacher-, and self-assessments, independent learning plans and activities. They believed that multiple learning strategies implemented in the Public Speaking Class enabled them to be independent, responsible, and better learners. They also acknowledged becoming more confident and better public speakers. This study contributes to the body of knowledge in public speaking in two important ways. First, learning to speak in public for non-native speakers of English should begin with raising their awareness about cultural barriers that might inhibit the development of the necessary skills in public speaking. Second, teaching public speaking to EFL students requires the adoption of multiple learning strategies including strategies to confront imminent cultural barriers. This research, therefore, urges public speaking trainers and teachers in EFL settings to include intercultural understanding and multiple learning strategies in their public speaking classes in order to empower students’ public speaking skills

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Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

The Qualitative Report ◽

10.46743/2160-3715/2015.2351 ◽

2015 ◽

Author(s):

Stephanie Baxa

Keyword(s):

Self Efficacy ◽

Fifth Grade ◽

Future Research ◽

Writing Conferences ◽

Teacher Language ◽

Self Assessment ◽

Self Assessments ◽

Teacher Assessments ◽

The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

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Self-Assessment in Exploring EFL Students’ Speaking Skill

AL-TA LIM ◽

10.15548/jt.v27i2.613 ◽

2020 ◽

Vol 27 (2) ◽

pp. 208-214

Author(s):

Alek Alek ◽

Abdul Gafur Marzuki ◽

Muhammad Farkhan ◽

Rahma Deni

Keyword(s):

High School ◽

High School Students ◽

Qualitative Study ◽

Use Of Self ◽

Vocational High School ◽

Oral Performance ◽

School Students ◽

Self Assessment ◽

Efl Students ◽

Speaking Skill

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

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