The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

Birjandi, Parviz; Tamjid, Nasrin Hadidi

doi:10.5539/elt.v3n3p211

Cited by 24 publications

(20 citation statements)

References 25 publications

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“…Data analyses revealed that students were more interested in receiving feedback through screencasting; a finding that was in line with other researchers (Birjandi & Tamjid, 2010;Olesova, 2011;Edwards et al, 2012;Henderson & Philips, 2015).…”

Section: Discussionsupporting

confidence: 73%

“…Few research explored screencasting effect as a feedback tool on writing in asynchronous or blended context (Kerr & Mclaughlin, 2008;Liou & Peng, 2009;Silva, 2012;Thompson & Lee, 2012). Moreover, recent research focused on students' feelings towards different feedback methods on written assignments and how this affects their performance (Birjandi & Tamjid, 2010). Studies reported positive attitudes towards visual and auditory assessment and findings showed that students perceived e-feedback as more valid and valuable than written feedback (Denton, Madden, Roberts, & Rowe, 2008;Crews & Wilkinson, 2010).…”

Section: Related Studiesmentioning

confidence: 99%

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Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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Section: Discussionsupporting

confidence: 73%

Section: Related Studiesmentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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“…Some empirical evidence is emerging on the motivational impact of more learner-centred forms of assessment. The introduction of selfassessment has been shown to boost learner motivation in Japanese university settings through a structured project (Kato 2009) and with intermediate Iranian EFL learners through written journals (Birjandi & Tamjid 2010). Lam (2014) presents testimony and a theoretical model of how portfolio assessment of L2 writing can promote student motivation and self-regulated learning.…”

Section: Alternative Forms Of Assessmentmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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“…To date, however, research has focused primarily on L2 motivation in general (Boo, Dörnyei, & Ryan, ), whereas L2 writing motivation research is still very much in its infancy. Of the limited research on L2 writing motivation, much of it has focused on different ways to enhance student motivation—for example, with the help of computers, gmail docs and blogs, journal writing as a self‐assessment technique to promote motivation, and writing programs that adopt interesting and relevant writing topics (e.g., Birjandi & Hadidi Tamjid, ; Lo & Hyland, ). Other studies have underlined the importance of motivation in student learning of writing.…”

mentioning

confidence: 99%