Identifying strategies used for improvement of self-assessment skills for EFL learners
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10392894" target="_blank" >RIV/00216208:11410/19:10392894 - isvavai.cz</a>
Result on the web
<a href="https://iated.org/inted/publications" target="_blank" >https://iated.org/inted/publications</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/inted.2019" target="_blank" >10.21125/inted.2019</a>
Alternative languages
Result language
angličtina
Original language name
Identifying strategies used for improvement of self-assessment skills for EFL learners
Original language description
The literature focused on language learning show that self-assessment for non-native learners is much more difficult than the native speakers. According to [4], self-assessment accuracy is a condition of learners' autonomy. In this respect, learners need to know what their abilities are, how much progress they are making and what they can or cannot do with their skills acquired. According to [39], self -assessment is one of the key practices to develop EFL learners' self-awareness and autonomy in learning. In this regard, foreign language learners can be disadvantaged since they are not always able to compare their learning progress to native speakers (no knowledge of the gold standard). According to [3], a study that used interviews as a strategy, showed a better picture of teachers' perceptions compared with other assessment strategies (e.g. using questionnaires) as they produced a better insight of learners' challenges for learning. Different teaching, learning and assessment strategies have been used to improve learners' self-assessment skills, (e.g. [27]). This highlights the point that implementing certain self-assessment strategies could be more influential depending on the focus of language learning skills. The overarching aim of this study was to show how self-assessment strategies and language learning skills are related to each other. This paper presents the objective of reaching this aim which is to identify self-assessment strategies and tools used by teachers and researchers that contribute to specific learners' skills in learning process of English as a Foreign Language (EFL). In this paper, we present that self-assessment strategies are identified as communicative and non-communicative, metacognitive, affective, and social strategies. In addition, the self-assessment instruments/tools are identified as reflection activities, use of rubrics, and setting learning targets.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA17-02993S" target="_blank" >GA17-02993S: Factors influencing the ICT skill self-assessments of upper-secondary school students</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019)
ISBN
978-84-09-08619-1
ISSN
2340-1079
e-ISSN
—
Number of pages
10
Pages from-to
5074-5083
Publisher name
IATED
Place of publication
Valencia
Event location
Valencia
Event date
Mar 11, 2019
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000541042200013