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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&apos; 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&apos; 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&apos; perceptions compared with other assessment strategies (e.g. using questionnaires) as they produced a better insight of learners&apos; challenges for learning. Different teaching, learning and assessment strategies have been used to improve learners&apos; 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&apos; 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

  • Czech description

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