Self-Assessment and Immediate Feedback in Language Learning

Krystalli, Pinelopi; Arvanitis, Panagiotis

doi:10.21125/iceri.2018.1446

Cited by 6 publications

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“…Resultssuggest,also,thatolderteachersarelesslikelytouseandsupportportabledevicesin the classroom (O'Bannon & Thomas, 2014;Yusri, Goodwin & Mooney, 2015;Krystalli & Ilia, 2017).O'Bannon&Thomas's(2014)focusedexactlyontheagefactorandhowitisrelatedwith m-learningenvironment.Teachersover50yearsoldwhodidnotusefrequentlymobilephonesand technologyingeneral,expressedtheirdoubtsaboutthemandwerelessexcited. Cumaoglu's(2015) studydiscoverthatutilizingmobiledevicesintheclassroomaffectsstudentsinsocial,inpsychology andinlearning.Perceptionsvariedsignificantlydependingontheageoftheteachers.Olderteachers hadlesspositivebeliefs,especiallyregardingthesocialimpactofstudentsonusingmobiledevices.…”

Section: Perceptions Towards M-learningmentioning

confidence: 97%

Perceptions of Primary Education Teachers on Mobile Learning

Derveni

Dagdilelis

2020

International Journal of Smart Education and Urban Society

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The objective of this article is to investigate perceptions of primary education teachers towards mobile learning (m-learning) in the classroom. This is a qualitative research carried out with a sample of 16 participants, 8 in Greece and 8 in Latvia. Semi-structured interviews were conducted to teachers who express their opinions on whether they could enhance m-learning environment and whether mobile devices could be an effective tool for students' learning, interaction and communication. From the analysis of the data, the majority of the teachers in both countries had a positive attitude about m-learning and they had the intention to use these devices in the future. According to their view, such technology could increase students' motivation on learning and as more new applications appear, the educational process can become more attractive and productive. Only few were those teachers who doubt about its efficiency for some reasons. These differences in teachers' opinions were related to the age factor.

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Section: Perceptions Towards M-learningmentioning

confidence: 97%

Perceptions of Primary Education Teachers on Mobile Learning

Derveni

Dagdilelis

2020

International Journal of Smart Education and Urban Society

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“…It is better to do discussion having an objective. As can be seen from these comments, the task encouraged a certain degree of learner autonomy as students were involved in a more meaningful activity which helped them set measurable objectives (Krystalli & Arvanitis, 2018).…”

Section: Not Helpfulmentioning

confidence: 99%

“…Andrade and Valtcheva (2009) stressed that self-assessment leads to higher academic achievements due to the fact that students set their own course objectives and make plans to achieve them. Several benefits of self-reflection were observed by Krystalli and Arvanitis (2018). When students have an opportunity to reflect on their own performance, it increases their autonomy, makes them think about their own learning, and also helps them to assess their own progress and eventually become more responsible learners.…”

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confidence: 99%

Self-Assessment Through Reflection

Gupta

2022

PCP

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This study aims to observe the benefits of reflective practices for corrective feedback in the classroom through examining qualitative and quantitative data. It is a study that focuses on how students reflect on their performance in discussion tests, and if they can “notice” their errors in accordance with the test and course aims. Students were asked to reflect on their performance after watching the videos of their discussion tests and answer certain questions. The purpose was to have a “focused” reflection wherein students were asked to consider the aims of the test (e.g.: use of target discussion skills). In the final prompt, a question was added to elicit and understand students’ perceptions of this task. Most participants found reflection to be helpful in noticing their strengths and weaknesses. The final survey also demonstrated a mostly positive attitude toward the task. 本研究は、質的および量的な研究データの検証を通して、教室における訂正フィードバックのための省察的実践の効果を観察することを目的としている。学生がディスカッションテストでのパフォーマンスをどのように振り返り、テストやコースの目的に沿って自分の間違いに「気づく」ことができているかどうかに焦点を合わせた質的研究である。学生は、ディスカッションテストのビデオを見た後、自分のパフォーマンスを振り返り、プロンプトの質問に答えるよう求められた。その目的は、テストの目的（例：目標とするディスカッションスキルの使用）を考慮した「集中的な」振り返りを行うことであった。最後のプロンプトでは、このタスクに対する生徒の認識を引き出すための質問を加えた。ほとんどの参加者は、自己省察が自分の長所と短所に気づくのに役立ったと答えた。また、最終的なアンケートでは、この課題に対してほぼ肯定的な態度が示された。

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“…This preference is probably due to the possibility of immediate feedback and self-assessment offered by the applications used to create online activities and quizzes. Selfassessment and immediate feedback allowed students to judge the quality of their work and effort as well as the level of the knowledge acquired (Krystalli, Arvanitis, 2018). Participants found the aural production activities (11%) and the written mediation activities (6%) significantly less motivational.…”

Section: Figure 3: Utility Of the Materials Suggested During The Coursementioning

confidence: 99%

Students’ Perceptions of Distance Language Learning in Vocational Training

Krystalli

Mavropoulou

Arvanitis

2021

European Journal of Education

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The coronavirus pandemic has had a significant impact in almost all areas of human activity around the world with education being unquestionably affected as well. Universities and Vocational Training Institutes have been forced to close their doors in an effort to stop the spread of the COVID-19 virus. To ensure pedagogical continuity, distance learning courses have been recommended as immediate alternatives. The purpose of this contribution is to investigate how students of Vocational Training Institutes perceive distance education and effectiveness of online foreign language teaching. To this end, a quantitative research based on an online survey was conducted, which included 206, students of five (5) public Vocational Training Institutes and different specialties. The questions were intended to examine the participants' views on the use of platforms and the collaborative tools, the utility of the educational materials and activities proposed, the learning outcomes in the target language, and, the benefits and limitations of distance synchronous language learning.

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Self-Assessment and Immediate Feedback in Language Learning

Cited by 6 publications

References 0 publications

Perceptions of Primary Education Teachers on Mobile Learning

Perceptions of Primary Education Teachers on Mobile Learning

Self-Assessment Through Reflection

Students’ Perceptions of Distance Language Learning in Vocational Training

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