Self-Evaluation of Thai Adult Learners in English Writing Practice

Suwanarak, Kasma

doi:10.17576/3l-2018-2402-08

Cited by 7 publications

(7 citation statements)

References 30 publications

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“…Teachers-as-learners need support to develop their self-regulating skills. Developing self-evaluation ability for adult learners means that their self-regulating techniques are developed and adults become more confident learners (Suwanarak, 2018). Self-directed learning and control are important components in readiness for online learning.…”

Section: Discussionmentioning

confidence: 99%

Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Mirķe

Cakula

Tzivian

2019

Journal of Teacher Education for Sustainability

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Previous studies have analysed the need to measure learners’ readiness for online learning. In the framework of education reform in Latvia, by the end of 2021 the National Centre for Education will implement online courses for all school teachers. However, there is a lack of studies investigating teachers-as-learners’ readiness to study online in Latvia. The aim of the study was to assess Latvian teachers’ readiness to study online with focus on the differences of respondents’ socio-demographic or professional characteristics. 1092 teachers from 100 schools filled in the self-evaluation survey form online. Statistically significant differences were found in all subscales of the survey. Differences in digital skills and in readiness to study online were found at all education levels by respondents’ gender, age group or place of living. Younger respondents, males or city inhabitants showed higher rates. E-learning course should be customized, taking into account learners’ socio-demographic parameters and online learning readiness rate.

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Section: Discussionmentioning

confidence: 99%

Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Mirķe

Cakula

Tzivian

2019

Journal of Teacher Education for Sustainability

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“…In revising activity, the students focus on the correctness of their writing; they need a different approach to see their writing from different perspectives so they can see the mistakes or inappropriate part of their writing. Revising helps the students to identify their writing level as a writer to improve their writing skills (Suwanarak, 2018). The main goal of revising is to clarify, rewrite in the proper structure, reorganize the piece, add text and remove irrelevant materials (McIntyre et al, 2011).…”

Section: Revisingmentioning

confidence: 99%

Process Approach in the Teaching of Writing for Undergraduate EFL Students

Setyawan¹,

Suwastini

Ratminingsih

2020

scr. j. j. linguist. engl. teach.

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Background: This research aimed to investigate the implementation of a process approach for EFL undergraduate students in a private university in Bali. Methodology: The present study involved one lecturer and thirty students enrolled in Paragraph Writing Class. Observations were conducted in twenty-eight meetings of the total meetings to reveal - that strategies of process approach were implemented in each of the stages of writing, namely, prewriting, drafting, editing, revising and, publishing. Findings: The lecturer implemented all nine strategies where seven strategies were optimally conducted and all ten strategies were implemented by the students, where nine strategies were optimally conducted during the editing stage. In the publishing operation, the instructor implemented three of three strategies, and students implemented three of three strategies. Conclusion: Strategies of process approach were implemented by the lecturer and the students during the Paragraph Writing Course. It is implied that in an implementation of a process approach in a writing class, the lecturer and the students need to work together in most of the stages to create a good writing process.

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“…Self-assessment and peer assessment are used as part of learning process assessment. They have been widely investigated in speaking and writing, for example, in studies by Musfirah, 2019;Suwanarak, 2018;Elgadal, 2017;Thongpai and Deerajviset, 2017;Babaii, Taghaddomi and Pashmforoosh, 2016;Bing, 2016;Chalkia, 2012;De Grez, Valcke andRoozen, 2012 andKhabiri, Sabbaghan andSabbaghan, 2011. Most of these studies focused on self-assessment and/or peer assessment in writing. Only four of them were concerned with speaking skills, with only one investigating self-assessment and peer assessment of presentation skills.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills

Thienpermpool¹

2021

ELT

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Assessment has shifted from assessment of learning to assessment for learning. Self-assessment and peer assessment therefore appear to play more important roles as they encourage students to critically reflect on their own and their peers’ learning progress and performance. Although self-assessment and peer assessment of written language performance have been widely explored, assessment of spoken language, especially in presentation skills, is under-explored. Additionally, students’ peer assessments are found to be different from teachers’ assessments (De Grez, Valcke, & Roozen, 2012), with this possibly due to the lack of training. This study aimed to investigate whether in-service teacher participants, with experience in marking students’ performance, would be able to undertake self-assessment and peer assessment effectively in comparison to the teacher’s assessment. The study also intended to explore participants’ perceptions of self-assessment and peer assessment of English presentation skills. The participants were 14 in-service teachers teaching their native language at different levels, ranging from primary to tertiary, who were also studying English as a foreign language. The research instruments were scoring rubrics and an online questionnaire. The data were analysed by Pearson’s correlation coefficients, means and standard deviations. The results revealed that in-service teachers could perform better in peer assessment. The study’s discussion provides fruitful implications for language assessment. 

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Self-Evaluation of Thai Adult Learners in English Writing Practice

Abstract: ABSTRACT

Cited by 7 publications

References 30 publications

Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Process Approach in the Teaching of Writing for Undergraduate EFL Students

Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills

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