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2013 | 9 | 39--48
Tytuł artykułu

The Implementation of Self-Assessment in EFL Writing Classroom : an Experimental Study

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students. (original abstract)
Rocznik
Tom
9
Strony
39--48
Opis fizyczny
Twórcy
  • Islamic Azad University, Ghorveh, Iran
  • Islamic Azad University, Ghorveh, Iran, student
Bibliografia
  • [1] Andrade, H. L., Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.
  • [2] Andrade, H. L., Du, Y., Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing. Educational Measurement, 27(2), 3-13. doi: 10.1111/j.1745-3992.2008.00118.
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  • [12] Flower, L. S., Hayes, J. R., Carey, L., Schriver, K., Stratman, J. (1986). Detection, diagnosis, and the strategies of revision. College Composition and Communication, 37(1), 16-55.
  • [13] Gray, A. (1991). Self-reflection and learner competence. Carleton Papers in Applied Language Studies, 8, 22-34.
  • [14] Harris, K. R., Graham, S., Mason, L. H., Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.
  • [15] Jonsson, A., Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144. doi: 10.1016/j.edurev.2007.05.002.
  • [16] Longhurst, N., Norton, L. S. (1997). Self-assessment in coursework essays. Studies in Educational Evaluation, 23, 319-330.
  • [17] McCarthy, P., Meier, S., Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 36, 465-471.
  • [18] Oldi eld, K. A., Macalpine, J. M. K. (1995). Peer and self-assessment at the tertiary level: An experiential report. Assessment and Evaluation in Higher Education, 20(1), 125-132.
  • [19] Ross, J. A., Rolheiser, C., Hogaboam-Gray, A. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing, 6(1), 107-132. doi: 10.1016/S1075-2935(99)00003-3.
  • [20] Monirosadat Hosseini, Mohamad Ehsan Taghizadeh, Mohamad Jafre Zainol Abedin, Elham Naseri, (2013). In the Importance of EFL Learners' writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test? International Letters of Social and Humanistic Sciences, 6, 1-12.
  • [21] Hussein Meihami, Bahram Meihami (2013). Correct I or I Don't Correct Myself: Corrective Feedback on EFL Students Writing. International Letters of Social and Humanistic Sciences, 7, 86-95.
  • [22] Hussein Meihami (2013). Truscott's Claims in Giving Corrective Feedback: Does It Matter in EFL Writing Context? International Letters of Social and Humanistic Sciences, 8, 8-23.
  • [23] Hussein Meihami (2013). Text-To-Speech Software: a New Perspective in Learning and Teaching Word Stress, Word Intonation, Pitch Contour, and Fluency of English Reading, International Letters of Social and Humanistic Sciences, 8, 24-33.
Typ dokumentu
Bibliografia
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Identyfikator YADDA
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