Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

Janulevičienė, Violeta; Kavaliauskienė, Galina

doi:10.3846/coactivity.2007.29

Cited by 7 publications

(6 citation statements)

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“…In some cases, self-assessment might be unreliable and not reflective of the learner's actual performance (Todd, 2002). Nevertheless, it could raise learner awareness of language use and lead to developing learner responsibility and autonomy (Janulevičienė & Kavaliauskienė, 2007). We believe that learners' subjective difficulty ratings on the detailed learning items play meaningful roles in observing their learning processes.…”

Section: Related Studiesmentioning

confidence: 99%

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The Asian Conference on Language 2021: Official Conference Proceedings

2021

ACL Official Conference Proceedings

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Senior education has received increasing attention in Taiwan, as an active response to the dramatically ageing population. However, the existing literature has largely ignored the centrality of teacher-student communication to older learners' teaching and learning processes, and the potential improvement of those processes. This survey-based study of 231 older learners therefore focuses on their views of teacher-student communication in senior education, including the extent to which they endorse the various communication strategies employed by their teachers (identified in the author's previous project, see Chen, 2019) and the rationales for those strategies having been chosen. The findings reveal some interesting differences between teachers' views about appropriate teacher-student communication (captured in Chen, 2019) and older learners' parallel views. Older learners' demographic features also appeared to impact how they preferred to be communicated with in class by their teachers. Teachers of senior education can use these findings to better accommodate their teaching to older learners from homogeneous backgrounds.

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Section: Related Studiesmentioning

confidence: 99%

“…However, few studies have focused on students' self-assessment of their own performances (Janulevičienė & Kavaliauskienė, 2007). In some cases, self-assessment might be unreliable and not reflective of the learner's actual performance (Todd, 2002).…”

Section: Related Studiesmentioning

confidence: 99%

The Asian Conference on Language 2021: Official Conference Proceedings

2021

ACL Official Conference Proceedings

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“…For example, promoted reflective learning by identifying foundational features of reflection in learning. While self-reflection may sometimes be unreliable, failing to reflect the learner's actual performance (Todd, 2002), it can raise learners' awareness of language use and develop learner responsibility and autonomy (Janulevičienė & Kavaliauskienė, 2007). Thus, this study attempted to incorporate subjective difficulty ratings to improve English-speaking practice.…”

Section: Recommendationsmentioning

confidence: 99%

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

2024

SEACE Official Conference Proceedings

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This practitioner research in education paper is based on the experiences of two English language educators taking part in a collaborative online international learning project, otherwise known as COIL. Synchronous and asynchronous teaching methods were used for English language learners to meet and work with students from other countries. The collaboration took place virtually between two institutions of higher education, located on different sides of the globe, namely Mexico and Singapore. Students met to work in groups on a project, in an authentic situation to practice the target language. The experience provided students with intercultural and transnational learning through interaction, collaboration and taking ownership of their learning. With little or no experience of taking part in COIL projects, the practitioners investigated three key questions: 1. What are the benefits to students of taking part in international collaboration? 2. What are the challenges of such a project? 3. How do students cope with misunderstandings resulting from cultural and ethnic differences? Data was collected through the analysis of written online learning logs using thematic coding to create a survey given to participating students at the end of the project. The benefits, as well as the challenges, are considered followed by recommendations based on first-hand experiences and reflections to offer a practical reference for colleagues and educators who may wish to explore the feasibility of taking part in such a project.

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“…Promotion of LA can be achieved through self-evaluation and assessment strategies (Janulevičienė & Kavaliauskienė, 2011;Tyas, 2020). The ability to define http://ijlter.org/index.php/ijlter their own success metrics and critically analyse their learning promotes autonomous learning behaviour.…”

Section: Self-evaluation and Assessmentmentioning

confidence: 99%

Unveiling the Gender Influence on Autonomous Vocabulary Learning Strategies among Vietnamese EFL Teachers

Yen,

Linh,

Thi

et al. 2023

IJLTER

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This study sought to explore the influence of gender on the strategies adopted by English as a Foreign Language (EFL) teachers in Vietnam to enhance Learner Autonomy (LA) in vocabulary acquisition. Studying the influence of gender is particularly crucial in the Vietnamese context, as societal and cultural attitudes toward gender roles may distinctly impact pedagogical choices and, consequently, the efficacy of vocabulary learning strategies. Given the imperative role of English in global linguistic landscapes and the pressing need for effective vocabulary learning strategies, this investigation addresses a significant gap in current research by examining the gender-based pedagogical choices of EFL teachers. Utilizing a mixed-methods approach, data were collected from 99 high school EFL teachers from the Mekong Delta region through questionnaires and semi-structured interviews. The findings indicated a broad consensus across genders on the importance of strategies that foster autonomous vocabulary learning. However, male teachers held a stronger belief in the effectiveness of independent study for bolstering students’ autonomous vocabulary learning compared to their female counterparts. The reasons for this divergence were explored and linked to cultural factors, pedagogical beliefs, and personal learning experiences. These findings underscore the need for teachers, policymakers, and administrators to consider the complexity of gender-based influences when devising pedagogical strategies for enhancing vocabulary learning autonomy.

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Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

Cited by 7 publications

References 0 publications

The Asian Conference on Language 2021: Official Conference Proceedings

The Asian Conference on Language 2021: Official Conference Proceedings

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

Unveiling the Gender Influence on Autonomous Vocabulary Learning Strategies among Vietnamese EFL Teachers

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