scholarly journals Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

2011 ◽  
Vol 15 (4) ◽  
pp. 10-15 ◽  
Author(s):  
Violeta Janulevičienė ◽  
Galina Kavaliauskienė
Keyword(s):  
Language Use ◽  
Language Skills ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Retention Data ◽  
Self Assessment ◽  
Vocabulary Retention ◽  
Linguistic Performance ◽  
Self Evaluation ◽  
Practical Implications

Learner self-assessment of linguistic performance has been lately used due to its potential to activate the process of learning. Self-assessment raises learner awareness of language use and leads to developing learner responsibility and autonomy. However, usefulness of self-assessment for evaluation purposes has been scarcely researched. This paper examines some aspects of learners’ self-assessment for evaluation purposes at tertiary level. Research focuses on self-assessment of English for Specific Purposes (ESP) vocabulary and some language skills relevant for vocabulary retention. Data on learner self-assessment are compared to actual results in tests. The analysis provided points to importance of self-evaluation in language acquisition and suggests practical implications of self-assessment for evaluation.

scholarly journals SELF-ASSESSMENT OF LANGUAGE SKILLS AND EVALUATION OF PERFORMANCE IN ENGLISH FOR SPECIFIC PURPOSES CLASSROOMS

2017 ◽  
Vol 3 ◽  
pp. 601 ◽  
Author(s):  
Irena Darginaviciene
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Statistical Treatment ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Formal Testing ◽  
Self Evaluation ◽  
Long Time

Although evaluation has been increasingly used in education for a long time, attention to evaluation and its uses in English language teaching is relatively recent. Essentially, evaluation may be carried out to determine if the students achieved a certain level of language proficiency. Recently self-evaluation of language skills has been used to find out how students assess their accomplishments in language learning. On the other hand, formal testing is the most common way to measure achievement and proficiency in language learning that teachers conduct during an academic year. Formal testing is considered to be an effective tool that can help teachers identify students’ strengths and weaknesses and evaluate the effectiveness of teaching. This article focuses on student’s perceptions of success in learning English for Specific Purposes (ESP) and formal evaluation of their performance in class activities. The methods of the research include the administration of the designed questionnaire, analysis of students’ responses and their statistical treatment by a means of the Statistical Package for Social Sciences (SPSS 19). The self-evaluation data are compared with the results of formal testing. The conclusions are drawn on the merits of self-evaluation in learning ESP.

scholarly journals An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega
Keyword(s):  
Selection Process ◽  
Self Assessment ◽  
Statistical Software ◽  
Self Evaluation ◽  
Participant Selection ◽  
Analytical Perspective ◽  
Second Year ◽  
The University ◽  
And Control ◽  
And Training

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

scholarly journals Self Evaluation: Building Student Self-awareness and Competence

2018 ◽  
Author(s):  
Denard Lynch
Keyword(s):  
Student Assessment ◽  
Electrical Power ◽  
Engineering Ethics ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Evaluation ◽  
Student Assessments ◽  
Second Year ◽  
The Impact ◽  
Junior Students

This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence. The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence. The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent. The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.  

scholarly journals METHODOLOGICAL APPROACHES TO PREPARATION, WRITING AND REPRESENTATION OF ARTICLE IN THE SCIENTIFIC JOURNAL: TECHNOLOGIES, TYPICAL MISTAKES, CRITERIA OF SELF-EVALUATION OF QUALITY

2018 ◽  
Vol 6 (1) ◽  
pp. 18-18
Author(s):  
Семен Резник ◽  
Semen Reznik
Keyword(s):  
Scientific Journal ◽  
Years Of Experience ◽  
Self Assessment ◽  
Self Evaluation ◽  
Editorial Boards ◽  
Economic Journals ◽  
Methodological Approaches ◽  
Council Work

The article discusses methodological approaches to the preparation, writing and submission of scientific articles to the journal. Particular attention is paid to the generalization of typical mistakes of young scientists in writing articles, as well as the criteria for self-assessment of the quality of the article prepared for submission to the scientific journal. The materials of the article are based on the author's many years of experience in the management of the dissertation Council, work in the expert Council of the WAC, editorial boards of scientific economic journals, his research, published monographs, textbooks and scientific articles, management of the preparation of candidate and doctoral theses, as well as on the experience and recommendations of well-known scientists.

scholarly journals The world’s hotspot of linguistic and biocultural diversity under threat

2021 ◽  
Author(s):  
Alfred Kik ◽  
Martin Adamec ◽  
Alexandra Y. Aikhenvald ◽  
Jarmila Bajzekova ◽  
Nigel Baro ◽  
...  
Keyword(s):  
Native Species ◽  
Language Use ◽  
Language Skills ◽  
Indigenous Languages ◽  
Rapid Decline ◽  
Language Loss ◽  
Language Attrition ◽  
Next Generation ◽  
Key Factors ◽  
Individual Level

AbstractPapua New Guinea is home to >10% of the world’s languages and rich and varied biocultural knowledge, but the future of this diversity remains unclear. We measured language skills of 6,190 students speaking 392 languages (5.5% of the global total) and modelled their future trends, using individual-level variables characterizing family language use, socio-economic conditions, student’s skills, and language traits. This approach showed that only 58% of the students, compared to 91% of their parents, were fluent in indigenous languages, while the trends in key drivers of language skills (language use at home, proportion of mixed-language families, urbanization, students’ traditional skills) predicted accelerating decline of fluency, to an estimated 26% in the next generation of students. Ethnobiological knowledge declined in close parallel with language skills. Varied medicinal plant uses known to the students speaking indigenous languages are replaced by a few, mostly non-native species for the students speaking English or Tok Pisin, the national lingua franca. Most (88%) students want to teach indigenous language to their children. While crucial for keeping languages alive, this intention faces powerful external pressures as key factors (education, cash economy, road networks, urbanization) associated with language attrition are valued in contemporary society.Significance StatementAround the world, more than 7,000 languages are spoken, most of them by small populations of speakers in the tropics. Globalization puts small languages at a disadvantage, but our understanding of the drivers and rate of language loss remains incomplete. When we tested key factors causing language attrition among Papua New Guinean students speaking 392 different indigenous languages, we found an unexpectedly rapid decline in their language skills compared to their parents and predicted further acceleration of language loss in the next generation. Language attrition was accompanied by decline in the traditional knowledge of nature among the students, pointing to an uncertain future for languages and biocultural knowledge in the most linguistically diverse place on Earth.

scholarly journals Linguistic Loneliness and Study Abroad

2019 ◽  
Vol 31 (1) ◽  
pp. 46-58
Author(s):  
Cynthia Slagter ◽  
Marcie J. Pyper
Keyword(s):  
Study Abroad ◽  
Student Perceptions ◽  
Language Use ◽  
Native Language ◽  
Language Skills ◽  
Social Needs ◽  
Target Language ◽  
Language Test ◽  
Before And After

This article considers the conflict between students’ desire to improve their target language skills and their desire for belonging and community . The stud y, conducted over three years, examines student perceptions of barriers to target language gain during semester long study abroad. Participants completed surveys, took the Versant Language Test before and after their study abroad experience, and partici pated in a post program interview . Results suggest that students experience conflicting priorities in decisions governing native language versus target language use during study abroad. Although some persist in speaking the target language with their co national peers, they find it unsatisfying because they are unable to meet their social needs . Valuing relationships over linguistic improvements, students resort to speaking their native language among themselves during study abroad . The research ers suggest strategies for how to best prepare students to reconcile these tensions.

scholarly journals Improving L2 Oral Accuracy and Grammatical Range Through Self-Assessment of Video Speech Drafts

2018 ◽  
Vol 20 (2) ◽  
pp. 127-142
Author(s):  
Martin Javier Caicedo Pereira ◽  
Jhonny Alexander Lozano Bermúdez ◽  
Luis Alfonso Vanegas Medina
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
University Students ◽  
Oral Language ◽  
Research Study ◽  
Self Assessment ◽  
Self Evaluation ◽  
Scoring Rubrics ◽  
Assessment Techniques ◽  
English Speaking

This action research study examines the effect of self-evaluation on grammatical range and grammar accuracy on the English speaking performance of 27 foreign language university and pre-university students enrolled in three different language centers, in three different cities in Colombia. Participants were asked to record themselves answering different IELTS-type tasks for four times during a 6-week period and score and reflect towards their performance using IELTS-type analytical scoring rubrics and journals. Researchers used journals to register impressions, thoughts, and judgments observed during the process. The findings led to conclude that learners highly benefit from applying self-assessment techniques using videos of their production and a language benchmark to compare with in the improvement of their oral language accuracy and grammatical range.

scholarly journals Understanding the effects of language revitalization workshops using long-format speech environment recordings

2021 ◽  
Vol 6 (1) ◽  
pp. 213
Author(s):  
Julia Nee
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Use ◽  
Language Skills ◽  
Language Revitalization ◽  
Older Children ◽  
Teaching Language ◽  
Methodological Challenges

Long-format speech environment (LFSE) recordings are increasingly used to understand language acquisition among young children (Casillas & Cristia 2019). But in language revitalization, older children are sometimes the largest demographic acquiring a language. In Teotitlán del Valle, Mexico, older children have participated in Zapotec language revitalization workshops since 2017. To better understand how these children use language, and to probe whether the language workshops impact language use, I invited learners to collect LFSE recordings. This study addresses two main questions: (1) what methodological challenges emerge when children ages 6-12 collect LFSE data?; and (2) what do the data suggest about the effects of the Zapotec workshops? I argue that, while creating LFSE recordings with older children presents methodological challenges, the results are useful in highlighting the importance of not only teaching language skills, but of creating spaces where learners are comfortable using the Zapotec language.

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