Using Analytic Rubric for Speaking Self-Assessment: EFL Students' Perceptions and Challenges

Phan, Thanh Xuan; Yen, Phuong Hoang

doi:10.9790/7388-0703043439

Cited by 4 publications

(2 citation statements)

References 9 publications

(4 reference statements)

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“…Working with self-assessment in class provides students with responsibility and makes them active learners (Boud, 1995;Yang et al, 2022) since they have to reflect on their learning process and improve when necessary. Some studies have explored speaking self-assessment and fluency (Moqbel, 2018;Phan & Phuong, 2017). For example, Alibakhshi and Sarani (2014) worked with 60 Iranian students of English as a foreign language (EFL) in a language institute.…”

Section: Self-assessmentmentioning

confidence: 99%

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency

Santos

Ramírez-Ávila

2023

SiELE

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Understanding students’ perspectives and differentiating classroom practices based on student needs are considered effective educators’ primary purposes in improving the foreign language learning process. How teachers conduct and teach their classes significantly affects how students cope with their learning. For this reason, this phenomenological study aimed to identify the perspectives among 12 Ecuadorian ninth graders on the 4/3/2 technique and self-assessment used to improve their English-speaking fluency during a five-week class. The data were collected through interviews and visual narratives and analyzed using grounded theory. The results of the study show that the 4/3/2 technique presented three categories (I learned because I repeated; I increased my speaking speed and decreased word repetitions; I got nervous when I had to speak faster). Self-assessment presented two categories (I learned from my mistakes; We were aware of our progress, which motivated us). Thus, this study has shown the importance of identifying students’ perspectives on the two learning strategies used in class. By doing this, teachers can select the appropriate technique for that specific learning context based on the students’ perceptions and foreign language theories. Further research is still necessary for the Ecuadorian context to explore how students’ perspective on the teachers’ learning methodologies affect them, especially their emotions.

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Section: Self-assessmentmentioning

confidence: 99%

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency

Santos

Ramírez-Ávila

2023

SiELE

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“…Writing activities cannot be separated from language learning process, including in EFL classrooms. Writing is among the four skills that students must possess, and it is an essential aspect of the communication process in which people can express their thoughts, feelings, and opinions (Anh, 2019). Having the skills to write Ardiana, Ariana, Irianti Project-based Learning to Promote High School Students Descriptive Writing well, especially in foreign languages, will provide a huge benefit for the students, not only for their academic matters, but also for broader interaction in professional or global community.…”

Section: Introductionmentioning

confidence: 99%

Project-based Learning to Promote High School Students Descriptive Writing

Ardiana Ardiana,

Ariana Ariana,

Eka Irianti

2023

JEET

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In high school, EFL learners are supposed to have the capability of writing a good descriptive text as one of the demand of the curriculum. However, many students still experience problems in producing a successful writing. This study aims at promoting high school students’ writing skills, particularly in writing descriptive text, by utilizing project-based learning. This study employed a Classroom Action Research through two cycles which include planning, acting, observing, and evaluating stages. The data were collected from 23 students of X IIS 4 class of SMA Negeri 4 Takalar as the study subjects by using writing tests and observation. The results of the study show that there was an improvement in students’ scores and behaviour when learning with project-based approach. In the diagnostic test, the students mean score was 65.57. The score improved by 9.9% in cycle I and 13.81% in cycle II to 72.09 and 82.04, respectively. Besides, in the pretest, only five students who can achieve the minimum completeness criteria, but in the end of cycle 2, twenty students can pass the minimum score. In addition, students become more actively engaged in the learning process as they are enthusiastic with the projects given by the teacher. This means that the use of project-based learning gave positive impact to students’ learning to write descriptive paragraphs and teachers are suggested to use it in teaching in EFL writing classrooms.

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Exploring the Contribution of Self-Assessment Checklists to Improve Oral Presentations

Cañete

Inostroza-Araos

2022

HOW

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This action research aims at exploring the contribution of self-assessment checklists on improving oral presentations of two participants that were taking an initial-level English as a second language course at a technician professional institute in Talcahuano, Chile. The intervention was carried out in four weekly sessions in which the participants were trained on the different criteria to assess their oral presentations. The participants self-assessed their work with a checklist and performed a second presentation based on their first self-assessment. Analytic rubrics were also used as an external assessment to compare results from the checklists. At the end of the intervention, a semi-structured interview was conducted to obtain the participants’ perceptions about the process. Findings reveal that by developing autonomy, language awareness, and self-reflective skills, the use of the self-assessment checklist supported the participants not only to improve their oral presentation in overall aspects, mainly in fluency and pronunciation aspects, but also to make positive changes in their confidence and expectations about their performance.

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Using Analytic Rubric for Speaking Self-Assessment: EFL Students' Perceptions and Challenges

Cited by 4 publications

References 9 publications

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency

Project-based Learning to Promote High School Students Descriptive Writing

Exploring the Contribution of Self-Assessment Checklists to Improve Oral Presentations

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