Self-Assessment and EFL Literature Students' Oral Reproduction of Short Stories

Abstract

The purpose of the current study is to investigate self-assessment as a helpful strategy for facilitating teaching and learning in language classrooms and to investigate the effects of this technique on EFL learners' oral performance. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were a group of five EFL learners who were called self-assessment. The self-assessment technique was incorporated to this group. There were a pretest and posttest sessions and four sessions of treatment between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via a recording device and then it was transcribed for further analysis. Paired sample T-test was used to analyze the quantitative data and for the qualitative analysis, the data on the checklist and students' self-assessment reports were used. The data on the checklist also helped to find the extent to which learners have improved in fluency in their own ideas through self-assessment. The findings of the present study showed self-assessment was helpful in improving Error free clause (p = 0.031) meaning self-assessment group made significant improvement in this feature. Considering the three other features, the comparison of pre-and posttest scores also showed a significant difference which approved effectiveness of the related treatment. The qualitative analysis of the students' selfassessment report also revealed that students found it as a helpful technique to monitor themselves and reflect on their own work.

Assessment of English Language Teaching for 21st Century: Teachers’ Perspectives on Traditional and Alternative Assessment

“…Although assessments are currently used for many purposes in the educational system, their effectiveness and utility must ultimately be judged in order to promote students' learning (Khonamri et al, 2021) That is way the teachers' views about traditional and alternative assessment are important to be investigated since, according to Fatalaki (2015), teachers are the best assessor of the students in the classrooms setting because their knowledge of the students' weaknesses.…”

“…First, Assessment for learning, it offers a number of opportunities for students to develop their own skills by making evaluations about their own performances, It is like self-assessment which encourages students to assess their own language skills to increase interest in the use of English (Khonamri et al, 2021). Second, assessment as learning, it is about assessment as critical and reflective analysis of the students' own learning.…”

Cognitive Levels of Pragmalinguistic Typology and German Text Comprehension

“…In addition, we also need to know what linguistic devices to use so that the individual understands from the text exactly what the author wants to emphasise. This means that it is not only about the production of specific phrases and sentences, but also about under what circumstances and with what intention we use them (Günther & Günther, 2007;Hufeisen & Neuner, 1999;Khonamri et al, 2020;Khonamri et al, 2021).…”