To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students＇ EFL writing by adopting writing assignments, analytic sc...To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students＇ EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students＇ perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students＇ perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.展开更多
This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research design.The method was ...This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research design.The method was tested on 54 students at a Chinese university.During a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in self-assessment.Data sources included students’scores in the pre-test and post-test and interviews.Quantitative findings indicated that the EG made significantly stronger progress than the CG in the post-test.Interview results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in China.The findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.展开更多
文摘To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students＇ EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students＇ perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students＇ perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.
基金supported by The Research Project of Philosophy and Social Science of Ministry of Education of China[Grant No.17YJC740102]Guangdong Provincial Teaching Award Nurturing Project(Name:Developing the Self-Assessment System of Writing for the National Quality Course of College English at South China University of Technology).
文摘This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research design.The method was tested on 54 students at a Chinese university.During a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in self-assessment.Data sources included students’scores in the pre-test and post-test and interviews.Quantitative findings indicated that the EG made significantly stronger progress than the CG in the post-test.Interview results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in China.The findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.
