Boosting vocabulary learning through self-assessment in an English language teaching context

Micán, Adriana Duque; Medina, Liliana Cuesta

doi:10.1080/02602938.2015.1118433

Cited by 34 publications

(20 citation statements)

References 23 publications

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“…The studies of children suggest that they tend to have unsophisticated understandings of its purposes (Harris and Brown, 2013;Bourke, 2016) that might lead to shallow implementation of related processes. In contrast, results from the studies conducted in higher education settings suggested that college and university students understood the function of self-assessment (Ratminingsih et al, 2018) and generally found it to be useful for guiding evaluation and revision (Micán and Medina, 2017), understanding how to take responsibility for learning (Lopez and Kossack, 2007;Bourke, 2014;Ndoye, 2017), prompting them to think more critically and deeply (van Helvoort, 2012;Siow, 2015), applying newfound skills (Murakami et al, 2012), and fostering self-regulated learning by guiding them to set goals, plan, self-monitor and reflect (Wang, 2017).…”

Section: Student Perceptionsmentioning

confidence: 91%

A Critical Review of Research on Student Self-Assessment

2019

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This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others' assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.

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Section: Student Perceptionsmentioning

confidence: 91%

A Critical Review of Research on Student Self-Assessment

2019

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“…As can be seen from the Appendix 1, the research questions are based largely on self -assessment of the impact of ECAs. Self-assessment is a method used widely in research related to language teaching/learning context as well as in classroom practice (e.g., Duque Micán & Cuesta Medina, 2017;Huang, 2016), and was found to be "enlightening", going "largely beyond most teachers' feedback capacity," "far reaching and multifaceted," and bearing "great potential for learning and instruction" (Huang, 2016, p. 803). There have been some studies showing discrepancies between self-assessment and other-assessment of L2 performance (e.g., Trofimovich et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

Perceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts

Makarova¹,

Reva²

2017

Apples

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“…Considering the characteristics of SDL, this study proposed a set of tasks in which participants were free to make decisions and develop autonomy with regard to the activities proposed and, therefore, self-direct their learning processes and styles based on their roles within a group. Similarly, Duque and Cuesta (2017) argue that a high degree of awareness about learning strategies leads students to become more responsible for their own results.…”

Section: Self-directed Learningmentioning

confidence: 99%

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Buitrago¹

2017

ELT

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Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

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Boosting vocabulary learning through self-assessment in an English language teaching context

Cited by 34 publications

References 23 publications

A Critical Review of Research on Student Self-Assessment

A Critical Review of Research on Student Self-Assessment

Perceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

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