The Effect of Self-Assessment on EFL Learners’ Self-Efficacy

Baleghizadeh, Sasan; Masoun, Atieh

doi:10.18806/tesl.v31i1.1166

Cited by 43 publications

(40 citation statements)

References 30 publications

(47 reference statements)

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“…(anonymous). This shows that they such kind test provide the students with learning experience either to enhance students' learning skills (Alshammari, 2016), social skills (Hung et.al., 2016), and increase self-efficacy (Baleghizadeh and Masoun, 2014).…”

Section: Students Self Testmentioning

confidence: 99%

Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

Iftanti¹

2018

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In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in Learning Gallery technique to teach Cross Cultural Understanding. Learning Gallery as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students’ cross cultural competence and leads them to be more independent learners. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test and doing their peer’s made test, they are experienced in test development in addition to be better prepared for the test. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement Learning Gallery technique with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt.

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Section: Students Self Testmentioning

confidence: 99%

Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

Iftanti¹

2018

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“…The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was constructed to collect data in the present study. The ASEAWA questionnaire was developed based on a review of the related literature in academic self-efficacy assessment (Baleghizadeh & Masoun, 2014;Buldur & Tatar, 2011). The questionnaire instrument consisted of 26 closed-ended statements measuring participants' beliefs in their ability and confidence regarding utilizing alternative assessment tools in web-based learning environments to enhance their academic performance and development.…”

Section: Academic Self-efficacy Of Alternative Web-based Assessment Smentioning

confidence: 99%

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Ismaeel

2020

International Journal of Web-Based Learning and Teaching Technologies

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The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

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“…From a quantitative and qualitative analysis we find that the learners were mostly aware of their current abilities (Blanche, Merino 1989), they were able to voice those as well as the growth and awareness they experienced as a result of doing the course and the self-assessment task (Paris, S. G., Paris, A. H. 2001). They could also point to their future goals and orientations that they would take from the course (McMillan, Hearn 2009;Baleghizadeh, Masoun 2014). Hence, they could make a number of claims or observations and elaborate and substantiate them with exemplification.…”

Section: Can Exemplification Help To Argue Better?mentioning

confidence: 99%

Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?

Mukhopadhyay

2020

Linguistic Frontiers

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AbstractSelf-assessment reports are a type of alternative assessment and provide a gateway of formative assessment by which learners get opportunities to reflect on their learning process and assess it, provided they are aware of their abilities and progress. In this exploratory study, we examine the self-assessment reports of 12 adult ESL learners enrolled in an Indian university programme where they assess the course content and language gains (reading and writing) from the course. Based on a mixed method of analysis, the learners were found to use exemplification to suit their discourse style. A quantitative analysis showed that the learners were using a variety of exemplification techniques like (i) brief examples with (a) phrases and (b) sentences; (ii) extended examples; and (iii) testimonials to support and argue for their assessments. Furthermore, the learners were found to use these different types of exemplification according to the levels of unity or coherence in their reports, which were at three levels – low (16 %), medium (50 %), and high unity (34 %). For instance, the presence of the first two sub-types of exemplification was found to be more frequent across the learners of low and medium unity whereas the last two types were more prevalent in the high text unity group of learners. A one-way goodness of fit chi-square test revealed that the two frequent sub-types were well distributed for the entire group as well as for the learners whose essays achieved low and medium unity while for the learners who achieved high unity the distribution was equal. Furthermore, a qualitative analysis of a few excerpts showed the types and purposes of using exemplification with 23 % overt and 77 % null markers; it was interesting to note that the null markers did not affect the communicative content of the reports as the learners were found to use other syntactic strategies to mark the presence of exemplification like listing of ideas and using wh-question markers preceding the ideas. A few instances of personalized anecdotal experiences showed that learners were using exemplification to substantiate their arguments at a high level. What is implied from this analysis is that such semi-formal self-assessment reports can be used for two purposes: to assess a course and document learner growth and orientation towards learning, and through the assessment task, trigger a linguistic gain such as develop argumentation skills in adult ESL learners.

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The Effect of Self-Assessment on EFL Learners’ Self-Efficacy

Cited by 43 publications

References 30 publications

Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?

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