A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

Xu, Bing

doi:10.17265/2160-6579/2016.02.005

Cited by 6 publications

(8 citation statements)

References 24 publications

(13 reference statements)

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“…At the end of the study, two out of the 15 students interviewed stated that selfassessment had no effect on their writing skills; whilst 13 stated that it had a positive effect on their writing skills. Therefore, in the current research, the students were mostly positive about the effect of self-assessment on their writing skills, which reflects the results seen in many other studies (Banlı, 2014;Bayat, 2010;Bing, 2016;İnözü, & Yumru, 2006;Lam;Oscarson, 2009). However, there two of the students stated that their low proficiency level in English prevented them from getting any benefit from the self-assessment practices.…”

Section: Discussionsupporting

confidence: 88%

“…This brought the researcher to the conclusion that through self-assessment, students do not improve the content, organization, and language use in their paragraph equally. In another research with the same result, Bing (2016) asserted that what is responsible for the difference in the improvement level of different components of the writing skill is not the feedback technique used, as improving language use requires an elongated process.…”

Section: Discussionmentioning

confidence: 95%

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The Effect of Self-Assessment on Achievement in Writing in English

Cömert¹,

Kutlu²

2018

JESR

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The "learning autonomy," which is believed to have positive effects on learning processes, is achieved when learners have the responsibility to make decisions in their own learning process. In order for individuals to have learner autonomy, the individual must be able to decide which methods and techniques to use in the learning process, to follow their own learning process, and to arrive at realistic assessments for their own learning situation. In the literature, the evaluation of one's own learning process and products is called "self-assessment." Self-assessment is expressed as having a positive contribution to one's own learning processes. The main aim of this study is to investigate the effects of self-assessment on the English writing skills of non-native students. The research was conducted at a state university in Ankara in B1 level, beginning at the second semester of the academic year 2014-2015 and lasted for eight weeks. The study used a pretest -posttest control group design. The required data for the research were collected by pretest and posttest English Writing Tasks, a scoring rubric, and an interview form developed by the researcher. Analysis of the data obtained from the pretest and posttest was carried out by two-way ANOVA for mixed measures, while content analysis method was conducted in order to analyze the data obtained from the interviews. As a result of the research, it has been concluded that writing lessons in which students practice self-assessment are more effective in improving the writing skills of students than writing lessons conducted by traditional means.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 95%

The Effect of Self-Assessment on Achievement in Writing in English

Cömert¹,

Kutlu²

2018

JESR

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“…This can also be said to be a student's self-evaluation of their writing ability. Self-evaluation in a writing process is very important in order to improve the quality of student writing (Bing, 2016;Ratminingsih et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Mindful Learning on Students’ Writing Competency

Saputra

Piscayanti

Agustini

2020

j. pendidik. indonesia.

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In developing students’ writing competency, teacher’s strategy and engagement in writing process is very crucial. The strategy of teaching writing should not only focus on language aspects but also should help the students in developing their critical thinking and problem solving skill. The current study investigated the effect of midful learning on students’ writing comptency. This study was an experiment study with posttest only control group design. 71 EFL students were involved in this study. In collecting the data,this study used writing competency test and rubric for assessing. The collected data were analzyed using descriptive and inferential statistics. The result of descprtive statistics showed that the mean score of writing competency of experiment group (82.25) was higher than the control group (78.67). A significant mean difference is identified from the result of t test (Sig. .005.) The result of effect size test showed a medium effec (.68) t. Thus, it can be concluded that mindful learning significantly affects students’ writing competency. Discussions and suggestions are further presented.

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“…Using self-assessment is an advantageous technique for foreign learners' writing skill (see e.g., Bing, 2016;Cohen & Cavalcanti, 1990;Ferris & Roberts, 2001;Javaherbakhsh, 2010;Diab, 2016). Nevertheless, nearly half of the participants were not confident about the effectiveness of using self-assessment in writing.…”

Section: Discussionmentioning

confidence: 99%

EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey

Valizadeh

2019

ALLS

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Teachers’ assessment literacy and beliefs contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of 152 English as a Foreign Language (EFL) teachers’ writing assessment literacy (WAL) in Turkey and identified their training needs in this area by means of a questionnaire. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Although 80.9% of the teachers stated that they had already received prior training in WAL, a vast majority of the participants (over 90%) stated they need to receive training in all the investigated WAL areas. The training need areas which stood on the highest six ranks included “Using pre-designed integrated writing tasks”, “Designing integrated writing tasks”, “Giving feedback to students based on information from tests/assessment”, “Designing good writing tasks/tests”, “Using the scoring rubrics”, “Designing the scoring rubrics”, “Using self-assessment”, “Using peer-assessment”, and “Using assessment portfolio”. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey should be addressed.

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A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

Cited by 6 publications

References 24 publications

The Effect of Self-Assessment on Achievement in Writing in English

The Effect of Self-Assessment on Achievement in Writing in English

The Effect of Mindful Learning on Students’ Writing Competency

EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey

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