Assessing oral proficiency for intercultural professional communication:  the CEFcult project

Technology has been part of the language learning process, both inside and outside the classroom, for decades, helping to bridge the gap between different contexts of learning. At the same time, the concept of lifelong-learning has widened our understanding of what learning is, what different forms it can take, and of the importance of considering the learning process as one that will continue once formal education is over and the learner has entered the world of employment. Learner autonomy has also taken a central role, and has brought with it a shift in the role of the teacher in the language learning process. Self-assessment is one aspect of learner autonomy, and is crucial in enabling learners to set themselves clear objectives and thus take responsibility for the leaning process itself. In addition, the importance of including the development of intercultural competence in the language classroom has been advocated by many linguists and educationalists (Kramsch, 1986; Byram et al., 2001; Byram, 2008; Corbett, 2003; Sercu, 2005). It is against this background that the European-funded project CEFcult (2009-2011) was developed. Its main outcome is the production of an online environment for the collaborative assessment of oral skills and intercultural competence in the foreign language. The target groups are language teachers, in-company trainers, those about to start or return to work, and undergraduates and graduates who are preparing themselves for first-time employment. The tool places side by side the widely known and standardised descriptors of the Common European Framework of Reference (CEFR) for spoken production and interaction, and the descriptors for intercultural competence in a professional setting, developed within the Intercultural Competence Assessment (INCA) project. CEFcult provides a set of authentic communication scenarios, each containing various tasks through which learners can assess their skills for intercultural professional purposes in different European languages. Although the tool can also be used autonomously, in a classroom setting, teachers can set the learners suitable scenarios, get them to perform the speaking tasks and record the oral communication activities. After uploading the samples onto the online tool, they can be assessed by the teacher, by other experts (including teachers in other countries), or by other learners. The tool can also be used for self-assessment. By encouraging self- and peer-assessment, CEFcult can positively engage learners in a process of reflexive learning that will lead to greater autonomy. However, it also enables the teacher to be an active part of this same process. After a brief introduction to the theoretical background and pedagogical choices underpinning the project, we will illustrate the pilots carried out at the universities of Dresden and Bologna, and discuss some of the implications for learners and teachers.

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The Impact of Assessment Type on Adolescent Learners’ Ability to Evaluate their Own Learning Process

Verbum ◽

10.15388/verb.2011.2.4958 ◽

2011 ◽

Vol 2 ◽

pp. 84-90 ◽

Cited By ~ 1

Author(s):

Anna Czura

Keyword(s):

Language Learning ◽

Learning Process ◽

Alternative Assessment ◽

Peer Assessment ◽

Learner Autonomy ◽

Assessment Method ◽

Learning And Teaching ◽

Methodological Triangulation ◽

Comprehensive Picture ◽

The Impact

Language learning and teaching are no longer aimed at developing learners’ linguistic skills only. Nowadays, in order to promote language learning as a life-long process, the growing impact in language classroom is placed on non-linguistic aspects, such as motivation or learner autonomy. The latter can be fostered in the classroom by means of alternative assessment methods, such as portfolio, project, observation, and peer-assessment. The research presented in the article aims to investigate whether and to what extent the applied assessment method affects one aspects of learner autonomy, namely the learners’ ability to evaluate their own learning process. The research is based on methodological triangulation comprising both quantitative and qualitative data elicitation tools. The applied methodology helped to obtain a comprehensive picture of the impact language assessment exerted on the dependent variable and analyse the results from a number of perspectives.

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Evaluating Learner Autonomy: A Dynamic Model with Descriptors

Studies in Self-Access Learning Journal ◽

10.37237/030103 ◽

2012 ◽

pp. 24-40 ◽

Cited By ~ 11

Author(s):

Maria Giovanna Tassinari

Keyword(s):

Language Learning ◽

Dynamic Model ◽

Learning Process ◽

Learner Autonomy ◽

Autonomous Learning ◽

Self Assessment ◽

Self Reflection ◽

Affective Components ◽

Learning Competencies ◽

Evaluation Of Learning

Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy. The dynamic model of learner autonomy described in this paper is a tool designed in order to support the self-assessment and evaluation of learning competencies and to help both learners and advisors to focus on relevant aspects of the learning process. The dynamic model accounts for cognitive, metacognitive, action-oriented and affective components of learner autonomy and provides descriptors of learners’ attitudes, competencies and behaviors. It is dynamic in order to allow learners to focus on their own needs and goals. The model (LINK) has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. It is currently used at the Centre for Independent Language Learning at the Freie Universität Berlin for language advising. Learners can freely choose the components they would like to assess themselves in. Their assessment is then discussed in an advising session, where the learner and the advisor can compare their perspectives, focus on single aspects of the leaning process and set goals for further learning. The students’ feedback gathered in my PhD investigation shows that they are able to benefit from this evaluation; their awareness, self-reflection and decision-making in the autonomous learning process improved.

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Learner autonomy: a guiding principle in designing a CD-ROM for intonation practice

ReCALL ◽

10.1017/s0958344001000428a ◽

2001 ◽

Vol 13 (2) ◽

pp. 179-190 ◽

Cited By ~ 7

Author(s):

GUNTHER KALTENBÖCK

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Independent Learning ◽

Self Assessment ◽

Self Monitoring ◽

Cd Rom ◽

Guiding Principle

Building on the experience of developing a CD-ROM for English intonation practice, this article explores some advantages and limitations of this medium for the teaching of suprasegmentals. Despite their undeniable potential for foreign language learning, computers prove to be rather limited in their feedback to pronunciation, especially in terms of error identification and correction, which calls into question one of their very strengths, viz. that of teacher-independent learning. As a possible solution to this dilemma, the present paper proposes to build into the design of a CD-ROM for intonation teaching the concept of learner autonomy, i.e. transferring to an increased degree responsibility for the learning process from the teacher (computer) to the learner. Drawing on the discussion of autonomy by, e.g. Broady & Kenning (1996) and Little (1999), it is demonstrated how incorporating a metacognitive level (by offering the learner the choice to access intonation in different ways) and a metalinguistic level helps to make the CD-ROM users more autonomous in their learning and equip them with the necessary tools for self-assessment and self-monitoring, which in turn can make up for the lack of computerised diagnostic feedback.

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The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

International Journal of Linguistics ◽

10.5296/ijl.v12i5.17782 ◽

2020 ◽

Vol 12 (5) ◽

pp. 210

Author(s):

Mazin Mansory

Keyword(s):

Language Learning ◽

Language Learners ◽

Alternative Assessment ◽

Language Teaching ◽

Peer Assessment ◽

Dynamic Assessment ◽

Assessment Methods ◽

Self Assessment ◽

Traditional Assessment ◽

Static Assessment

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment. In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes.

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Affective Factors in Learner Autonomy

Relay Journal ◽

10.37237/relay/010112 ◽

2018 ◽

pp. 128-132

Author(s):

Phillip A. Bennett

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Social Intelligence ◽

Peer Assessment ◽

Age Groups ◽

Learner Autonomy ◽

Pedagogical Practices ◽

Learning Theories ◽

Affective Factors ◽

Positive Effects

“The myth that emotions are only a minor part of learning is one of the most amazing confabulations of all time” –––Rebecca L. Oxford, 2013 p. 67 Learning a second language can invoke feelings of enjoyment, stress, accomplishment, failure, excitement, and discouragement. These affective factors have an interdependent relationship with cognition (Damasio, 2000) which can enhance or impede language learning, however, the affectional aspect of the learning process is a largely neglected dimension of language teaching and learning theories (Damasio, 2000; MacIntyre, 2002; Oxford, 2013). Ryan and Deci (2017, p. 351) state that, “Substantial evidence shows that autonomy-supportive versus controlling teaching strategies foster more autonomous forms of motivation in students and the higher quality engagement, performance, and the positive experience associated with it.” They go on to say that the positive effects of autonomy-supportive strategies permeate through all age groups and cultures. Therefore, if language teachers aim to foster an environment where learners have the capacity and desire to take control of their learning, i.e., promote learner autonomy, (Benson, 2011), teachers must not only be aware of the relationship between affect and language learning but also take action by implementing effective affective strategies in our pedagogical practices. This can be accomplished by assisting learners to be aware of their emotions and the meta-affective and affective strategies they can implement in order to better manage them (Oxford, 2011). Such strategies are paying attention to affect, planning for affect, monitoring affect, etc. (Oxford, 2011). Another facet educators must be aware of in the classroom is how autonomy can be socially mediated (Murray, 2014), e.g., mentoring, cooperation, and peer-assessment. Further, being aware and taking appropriate actions also requires educators to exercise their emotional intelligence, which Salovey and Mayer (1990, p. 189) define as “a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions.” Thus teachers must play an important role by being partners as well as independent learner-practitioners when interacting with students (O’Leary, 2014).

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THE UTILIZATION OF FOLKLORES AND THE HAPPY STRATEGY TO IMPROVE ENGLISH SPEAKING SKILL AND SELF CONCEPT (BEST PRACTICES FOR NONFORMAL EDUCATION)

UAD TEFL International Conference ◽

10.12928/utic.v1.210.2017 ◽

2017 ◽

Vol 1 ◽

pp. 510

Author(s):

Wiwiek Afifah

Keyword(s):

Teaching And Learning ◽

Formal Education ◽

Teaching Strategy ◽

Peer Assessment ◽

Role Playing ◽

Moral Values ◽

Self Concept ◽

Narrative Texts ◽

Self Assessment ◽

Speaking Skill

This paper aims to discuss: (1) the integration of moral values through folklore in narrative texts, (2) the implementation of the happy strategy in teaching and learning processes, and (3) the improvement of speaking skill and self concept. The integration of moral values in folklores as narrative texts can be done to fulfil the learning targets. It is because students will be supported to internalize and actualize those values in their life. Some moral values that can be stressed in the integration of folklores are how to be an honest one, confident, careful, communicative, and down to earth person. The Happy strategies are joyful learning activities that can support students in learning how to speak effectively. It is because learning experiences on how to speak and to communicate were framed fun and relax. The characteristic of the happy strategies included ice breaking, storytelling, role playing, self assessment, peer assessment, and selected report. The strategy also made students felt directly aware of their performance from the result of peer assessment. The teaching strategy that had been implemented in non formal education especially for packet B program was proven to be appropriated. Having been implemented the language input (moral values based on folklores) and the happy strategies, student’s linguistic competence, linguistics performance (speaking skill) were improved. Furthermore, student’s self concept also changed to be better. It is because they can learn some moral values from the folklores and strengthen them through the reflection session of the class.

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Developing learner autonomy in language learning: A study in the Thai EFL secondary school context

10.26686/wgtn.17147885 ◽

2021 ◽

Author(s):

◽

Muthita Chinpakdee

Keyword(s):

Secondary School ◽

Language Learning ◽

Learning Process ◽

Classroom Practices ◽

School Context ◽

Learner Autonomy ◽

Autonomous Learning ◽

Language Classrooms ◽

Group Interviews ◽

Based Instruction

<p>Learner autonomy, primarily defined as “the ability to take charge of one’s own learning” (Holec, 1981, p. 3), has gained much research interest in the field of language learning and teaching due to its potential contribution to effective language learning. Although the concept of learner autonomy has been extensively discussed in the literature, little research has empirically investigated how this concept is realized in language classrooms. This research explored learner autonomy and its development in the Thai secondary school context. The research was structured in two phases. The first phase of the study was an exploratory phase conducted to identify the Thai teachers’ perspectives towards learner autonomy and how their classroom practices prepared learners for autonomous learning. Data were collected through class observations, teacher interviews and learner group interviews. The findings revealed that although the teachers shared positive views about learner autonomy and regarded it as a useful concept, they did not sufficiently promote autonomous learning in their classroom practices. Learners’ accounts of their learning experiences also indicated that their classrooms did not prepare them methodologically and psychologically to take responsibility for their own learning. Findings from the exploratory phase indicate that the teachers’ use of the teacher-led teaching method as well as the learners’ lack of skills and confidence in their ability to direct their learning process could pose significant challenges to learner autonomy development. Building on findings from the first phase, the second phase of the study featured a strategy-based intervention program designed to promote learner autonomy. This intervention phase involved 30 learners from an intact class in which the strategy-based instruction program was implemented, and 32 learners from a comparison class who received regular English lessons. Data regarding the intervention’s impacts on learners’ development of knowledge and skills to direct their learning were obtained from learner group interviews and weekly learning journals while the intervention’s influence on learners’ language proficiency was observed through reading think-aloud sessions and three sets of reading tests. Findings revealed that strategy-based instruction was an effective means to raise learners’ awareness of their learning process and foster autonomous learning. First, the intervention lessons significantly contributed to learners’ gradual development of knowledge and skills to independently direct their learning process. Secondly, learners’ learning experiences during the intervention also motivated them to create learning opportunities in which they can interact purposefully and creatively with English. Furthermore, learners’ strategic approaches to learning appeared to have led to their increased scores in English reading. In sum, this study indicates that learner autonomy is a viable goal in the Thai educational context. It also provides empirically-grounded insights into the process of developing learner autonomy in language classrooms and reveals factors that can mediate the process. Findings from this study contribute to the current understanding about learner autonomy in language learning and offer practical implications for teachers in creating a learning space to promote autonomous learning.</p>

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The Utilization of Picture Booklets to Cultivate The Young – Indonesian Slow Learners’ English Speaking Ability

Early Childhood Research Journal (ECRJ) ◽

10.23917/ecrj.v1i1.6579 ◽

2018 ◽

Vol 1 (1) ◽

pp. 45-49

Author(s):

Mas Muhammad Idris ◽

Dyah Setyowati Ciptaningrum

Keyword(s):

Language Learning ◽

Learning Process ◽

Formal Education ◽

Slow Learners ◽

Speaking Proficiency ◽

Remedial Teaching ◽

Regular Classrooms ◽

English Speaking ◽

Catch Up ◽

Core Characteristics

In post-modernity era, the English communication skill must be highlighted as a vital item to attain one’s own target of language learning process gained not only from formal education but also non-formal one. Hence, it may lead all of the educators around the world to strengthen the English speaking proficiency which can be employed through many activities in their language regular classrooms and Indonesian educators are no exception as well to do so. Consequently, the roles of educators become very important due to their challenges to find out a means of teaching approaches that enable stimulating the slow and normal learners to comprehend the materials given by their educators. However, this paper solely focuses on the Young-Indonesian slow learners who need special treatments in their language learning process to at least catch up the average point of their study by using the picture booklets (PBs) to develop their English speaking competence. And therefore, the five core characteristics of slow learners have also been discussing in it in order to facilitate the educators easy to indicate and educate them properly. In addition, the two teaching strategies namely the compensatory teaching (CT) and remedial teaching (RT) are indeed as fundamental approaches too to cultivate the Young-Indonesian slow learners’ English speaking ability.

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IMPLEMENTASI KURIKULUM 2013 PADA BIDANG STUDI PENDIDIKAN AGAMA ISLAM KELAS XI SMK NEGERI 3 PAREPARE

AL-ISHLAH: Jurnal Pendidikan Islam ◽

10.35905/alishlah.v15i2.567 ◽

2017 ◽

Vol 15 (2) ◽

pp. 188-211

Author(s):

Haizah Haizah

Keyword(s):

Learning Process ◽

Peer Assessment ◽

Lesson Plan ◽

Portfolio Assessment ◽

Lesson Planning ◽

Authentic Assessment ◽

Learning Assessment ◽

Self Assessment ◽

True Condition ◽

Written Test

This paper aimed to empirically determine and describe: lesson planning in the 2013 curriculum, the implementation of the 2013 curriculum, learning assessment conducted by the class XI teacher of Pendidikan Agama Islam at SMK Negeri 3 Parepare. The method aiming at describing an existing phenomenon and its true condition by using observation techniques, interview, and studying documents. The data were then analyzed by following the steps of (1) data reduction; (2) data presentation; (3) the data conclusion and verification. The results of the study showed that to date SMK Negeri 3 is still applying 2013 curriculum as its reference for a learning process. The implementation of the 2013 curriculum was determined by (1) lesson planning; (2) learning implementation; and (3) learning assessment. At the stage of lesson planning, teacher designs lesson plan which are then implemented in learning process by applying a scientific approach consisting of the following stages: (1) observing; (2) questioning; (3) collecting materials; (4) processing materials; and (5) communicating, which is then followed by administering authentic assessment on the learning in the forms of: (1) observation; (2) oral and written test; (3) self assessment; (4) peer-assessment; (5) journal; (6) performance assessment; and (7) portfolio assessment. Factors that support the implementation of the 2013 curriculum include (1) teacher; (2) learners; (3) infrastructure and facilities; and (4) environment. On the other hand, the hindering factors are (1) lack of learners’ care with their lessons; (2) lack of teachers’ understanding of 2013 curriculum due to minimum education and training.

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Exploring the Strength of the Process Writing Approach as a Pedagogy for Fostering Learner Autonomy in Writing Among Young Learners

English Language Teaching ◽

10.5539/elt.v12n9p42 ◽

2019 ◽

Vol 12 (9) ◽

pp. 42

Author(s):

Marine Yeung

Keyword(s):

Language Learning ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Process Approach ◽

Teaching Beliefs ◽

Educational Goal ◽

Esl Writing ◽

Cultural Backgrounds ◽

Self Assessment ◽

Young Learners

Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students’ emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantitatively with a questionnaire and qualitatively through self-assessment forms, learners’ journals and case studies suggest that the process approach can reduce students’ reliance on the teacher and their tendency to seek help from others, while leading to growth in their metacognitive knowledge about writing and their knowledge of themselves as writers. These developments are all signs of the emergence of learner autonomy in these young ESL writers. Overall, the findings suggest that the process approach can bring about similar changes in young writers despite variations in the cultural backgrounds and teaching beliefs of its implementers. It is argued that the strength of the process approach may lie in the stimulation of the growth of autonomous skills and attitudes in writing in young learners, and such a strength should be recognized by language educators who view learner autonomy as a major educational goal.

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