scholarly journals Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

2021 ◽  
pp. 9-25
Author(s):  
Jing Liu
Keyword(s):  
Self Efficacy ◽  
Self Assessment ◽  
Psychological Variables ◽  
Self Regulated Learning ◽  
Language Courses ◽  
Language Classrooms ◽  
Assessment Performance ◽  
Foreign Language Courses ◽  
Consecutive Interpreting ◽  
Senior Students

The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, compared with the teacher’s marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

Qualitätsentwicklung in der sprachpraktischen Ausbildung der Studiengänge fremdsprachlicher Fächer im Jahr 2010

2011 ◽  
Vol 56 (1) ◽  
Author(s):  
Franz-Joseph Meißner
Keyword(s):  
Foreign Language ◽  
Oral Communication ◽  
Test Construction ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Self Assessment ◽  
Modern Language ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Professional Fields

AbstractIn the light of the current situation, the following paper discusses some central questions related to foreign language training so far as university students of modern language subjects are concerned. This affects the education of teachers as well as of specialists who combine particular foreign language skills with other academic competences. What do these students need in their future professional fields that should be learned in foreign language courses? What are their demands concerning foreign language instruction? It goes without saying that these questions are related to much more than language and languages. Thus teachers need didactical and methodical knowledge, knowledge about test construction, self-assessment and computer literacies. The importance of oral communication has constantly increased during the last forty years, but university courses often still focus writing. And what about translation? What are the criteria for good language teaching?

scholarly journals Foreign Language Courses Themes for the Senior Students in Specialty "Geodesy and Land Planning"

2021 ◽  
Vol 12 (2) ◽  
pp. 126-130
Author(s):  
K Yakushko ◽  
◽  
A Polishchuk ◽  
L Berezova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Land Planning ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Senior Students

Classroom assistants for foreign language pedagogy

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Trudy O’Brien
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Practical Experience ◽  
Foreign Language Pedagogy ◽  
Diverse Range ◽  
Theoretical Perspectives ◽  
Language Courses ◽  
Language Classrooms ◽  
Language Instructors ◽  
Foreign Language Courses

AbstractThis paper describes how Applied Linguistics (AL) seminar students that are proficient in languages other than English intern as classroom assistants (CAs) in foreign language classrooms. The CAs gain useful insights from the seminar on theoretical and pedagogical approaches, methods and techniques in L2 pedagogy and then apply this knowledge through their practical experience as mentors/tutors to language learners. A diverse range of second/foreign language courses thus benefit from these “participant-observers”. Seminar students report on their experiences through written and oral exercises, discussions and presentations, and finally through journal reflections which are first reviewed by their supervising language instructors before submission to the seminar professor. A review of these journal entries shows that placing informed classroom assistants into a second/foreign language classroom can be very helpful to language instructors, their students and the CAs themselves, as long as communication lines are clear and assumptions about theoretical perspectives and practical tasks are understood. Such a course would be a fruitful supportive option in Applied Linguistics programmes with access to second/foreign language programmes that would benefit from informed classroom aides.

scholarly journals Language Learning and Metacognition: An Intervention to Improve Second Language Classrooms

2017 ◽  
Author(s):  
Rebecca Knoph ◽  
Erin Michelle Buchanan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Current Knowledge ◽  
Metacognitive Strategies ◽  
College Level ◽  
Vocabulary Building ◽  
Language Courses ◽  
Language Classrooms ◽  
The Usa ◽  
Foreign Language Courses

In the USA, the trend of increase in foreign language enrollments at the college level has suddenly begun to decline since 2009, despite the notion that learning multiple languages is becoming essential for effectively communicating with others from diverse native language backgrounds. This new decline may be due in part to inefficient and outdated foreign language courses. The current study examined the effect of how we assess our current knowledge and learning techniques (metacognition) on educational outcomes in hopes to improve the effectiveness of the university classrooms. College students were exposed to new metacognitive strategies that could benefit their language learning throughout the fall 2016 semester. Specifically, students were presented with new information every other week to improve their vocabulary building, listening skills, and writing skills. Hierarchical multiple linear regression provided evidence of a potential way to measure and promote metacognitive strategies that could be useful to language learners.

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