آمار
| تعداد نشریات | 7 |
| تعداد شمارهها | 102 |
| تعداد مقالات | 1,145 |
| تعداد مشاهده مقاله | 1,053,237 |
| تعداد دریافت فایل اصل مقاله | 874,943 |
The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 12 فروردین 1403 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.28336.1523 | ||
| نویسندگان | ||
| Sanaz Sabermoghaddam Roudsari1؛ Behrooz Azabdaftari* 2؛ Zohreh Seifoori3 | ||
| 1Ph.D. Candidate in TEFL, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 2Professor in Applied Linguistics, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 3Associate Professor of TEFL, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده | ||
| A controversial issue in language teaching is the extent to which engaging learners in the learning process may enhance various aspects of learners’ writing. The current study set out to examine the impact of employing evaluation rubrics as self-assessment devices on advanced EFL learners’ writing features. The current study probed the interactive effect of criteria-referenced self-assessment and task type on the accuracy, lexical resources, and coherence. The participants included 60 advanced EFL learners distributed into two experimental groups (30 male and female learners each). The instruments were two writing tasks as pre-test and post-test, assessed based on IDP rubrics evaluating lexical resources, task response, grammatical range and accuracy, and cohesion and coherence. Two-way ANCOVA was administered to analyze the data. The findings revealed significantly more accurate and coherent writing of the criteria-referenced self-assessment group compared to the teacher-assessment group with no significant difference in lexical resources. Moreover, the findings indicated that the participants performed significantly better on shared tasks compared to independent tasks. However, task and assessment types were found to have no significant interactive effect on the writing features in question. The findings emphasize the practical benefits of criteria-referenced self-assessment and shared tasks in promoting Iranian advanced EFL learners’ writing accuracy and coherence. The implications will be discussed. | ||
| کلیدواژهها | ||
| Accuracy؛ Criteria-Referenced Self-Assessment؛ Coherence؛ Lexical Resource؛ Shared tasks؛ Independent tasks؛ writing | ||
| مراجع | ||
|
Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
Andrade, H. (2008). Self-assessment through rubrics. Educational Leadership, 65(4), 60-63.
Andrade, H., & Du, Y. (2007). Student responses to criteria‐referenced self‐assessment. Assessment & Evaluation in Higher Education, 32(2), 159-181. https://doi.org/10.1080/02602930600801928
Babaii, E., & Adeh, A. (2019). One, two, ... , many: The outcomes of paired peer assessment, group peer assessment, and teacher assessment in EFL writing. Journal of Asia TEFL 16(1), 53-66. https://doi.org/10.18823/asiatefl.2019.16.1.4.53
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). Instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238. https://doi.org/10.3102/00346543061002213
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1-12.
Bommanaboina, R. D., & Guduru, R. (2022). The impact of self-assessment of engineering students’ awareness of pre-writing strategies on writing performance. Journal of Applied Linguistics and Language Research, 9(4), 42-54.
Brown, J. D., & Hudson, T. (1998). The Alternatives in Language Assessment. TESOL Quarterly, 32(4), 653-675. https://doi.org/10.5539/ijel.v1n1p173
Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.2307/1170684
Comert, M., & Kutlu, O. (2018). The effect of self-assessment on achievement in writing in English. Egitim Bilimleri Araştırmaları Dergisi, 8, 107-118. https://doi.org/10.22521/jesr.2018.81.4
De Beaugrande, R., & Dressler, W. (1981). Introduction to text linguistics. Longman.
Dyke, M. (2006). The role of the ‘other’ in reflection, knowledge formation and action in a late modernity. International Journal of Lifelong Education, 25(2), 105-123. https://doi.org/10.1080/02601370500510728
Dyson, A. (2003). Popular literacies and the “All” children: Rethinking literacy development for contemporary childhoods. Language Arts, 81(2), 100-109.
Farooq, M., Ahmed, K., & Farooq, S. (2020). Introducing Self-Assessment for Evaluating Learners in Pakistan. Global Social Sciences Review (GSSR), 5(4), 120-136. http://doi.org/10.31703/gssr.2020
Fathi, J., Afzali, M., & Parsa, K. (2021). Self-assessment and peer-assessment in EFL context: An investigation of writing performance and writing self-efficacy. Critical Literary Studies, 1(5), 211-232. https://doi.org/10.34785/J014.2021.172
Fathi, J., Derakhshan, A., & Safdari, M. (2020). The Impact of Portfolio-Based Writing Instruction on Writing Performance and Anxiety of EFL Students. Polish Psychological Bulletin, 51(3), 226-235. http://doi.org/10.24425/ppb.2020.134729
Fathi, J., & Khodabakhsh, M. R. (2019). The role of self-assessment and peer-assessment in improving writing performance of Iranian EFL students. International Journal of English Language and Translation Studies, 7(3), 1-10.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
Heidarian, N. (2016). Investigating the effect of using self-assessment on Iranian EFL learners’ writing. Journal of Education and Practice, 7(28), 80-89.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisition. Applied Linguistics, 3(4), 461-473. http://doi.org/10.1093/applin/amp048
Jaidev, R. (2011). Rubrics-based writing: Liberating rather than restricting in many contexts. Retrieved from http://blog.nus.edu.sg/eltwo/2011/03/17/rubrics-based-writing-liberating-rather-than-restricting-in-many-contexts/.
Johansson, V. (2008). Lexical diversity and lexical density in speech and writing: A developmental perspective. Working Papers, 53, 61-79
Johnson, K. E., (2009). Second language teacher education: A sociocultural perspective. Routledge.
Jonsson, A., & Svingby, G. (2007). Use of rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
Kim, J. (2019). Effects of Rubric-referenced self-assessment training on Korean high school students’ English writing. English Teaching, 74(3), 79-11. https://doi.org/10.15858/engtea.74.3.201909.79
Larson, J. (1997). Indexing instruction: Social construction of the participation framework in kindergarten journal-writing activity. Discourse and Society, 8, 501-521. https://doi.org/10.1177/0957926597008004004
Nation, I.S.P. (2009). Teaching ESL/EFL reading and writing. Retrieved from https://www.tesl-ej.org/ej49wp/r5.html.
Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47, 101-143.
Pope, N. K. L. (2005). The impact of stress in self-assessment. Studies in Higher Education, 30(1), 51-63. https://doi.org/10.1080/0260293042003243896
Nedzinskaite, I., Svencioniene, D., Zavistanaviciene, D. (2006). Achievements in language learning through students' self-assessment. Studies about Languages, 8, 84-87.
O’Malley, J. M., & Valdez, P. L. (1996). Authentic assessment for English Teachers: practical approaches for teachers. Addison-Wesley.
Orsmond, P., Merry, S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 23-38. https://doi.org/10.1080/02602930050025006
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-assessment: The effect on students' independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a
Richards, J. C. (2002). Teaching vocabulary. In J. C. Richards, & A. W. Renandya (Eds.), Methodology in Language teaching: An anthology of Current practice (pp. 255-257). Cambridge University Press.
Routman, R. (1994). Invitations: Changing as teachers and learners K-12. Heinemann.
Vygotsky, L. (1962). Thought and language (E. Hanf-mann & G. Vakar, Trans.). MIT Press.
Zhang, X. S., & Zhang, L. J. (2022). Sustaining learners’ writing development: Effects of using self-assessment on their foreign language writing performance and rating accuracy. Sustainability, 14, 1-25. https://doi.org/10.3390/su142214686
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. Retrieved from https://www.researchgate.net/publication/313420462_Self-regulated_learning_and_performance_An_introduction_and_an_overview
| ||
|
آمار تعداد مشاهده مقاله: 63 |
||