“I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English

Liu, Huan; Brantmeier, Cindy

doi:10.1016/j.system.2018.10.013

Cited by 56 publications

(51 citation statements)

References 38 publications

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“…Moreover, Liu and Brantmeier obtained a positive correlation between the participants' perceptions of their rating skills for L2 writing and L2 writing performance. To conclude, Liu and Brantmeier (2019) found that language teachers can rely on their students' abilities to rate their own L2 writing and that, learners' perceptions of their rating abilities are related to their L2 writing abilities.…”

Section: Literature Reviewmentioning

confidence: 88%

“…In addition, this assessment strategy would provide teachers, materials designers, and curriculum developers with useful information about learners' language and learning needs (Blanche and Merino, 1989), without pressuring them to undertake tedious needs analysis projects (Oscarson, 1989). Likewise, peer-assessment, as another subcategory of alternative assessment, can be defined as a set of operations by which learners can assess and judge the learning activities and performance of their peers (Liu and Brantmeier, 2019). This type of assessment encourages learners to reconsider their learning activities, actuate and use their background knowledge, make inferences, organize concepts, clarify ambiguities, and communicate information with one another (Roscoe and Chi, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In a more recent study conducted outside the Iranian EFL context, Liu and Brantmeier (2019) examined the effects of self-assessment on L2 writing performance within the EFL context in China. The researchers were specifically interested in the questions of whether Chinese EFL could assess their own writing performance as reliably as possible.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The theoretical camp provided arguments as to why alternative assessment should be tried in language classrooms, and most of these arguments were based on the constructivist school of education which is discussed in the next section. In the empirical camp, the conducted studies traced positive effects for different forms of alternative L2 writing assessment on such aspects as L2 writing performance (Birjandi & Hadidi Tamjid, 2012;Birjandi & Siyyari, 2011) and rating accuracy (Liu & Brantmeier, 2019). However, the vast majority of these studies have explored the effects of assessment practices (i.e., self-assessment and peer-assessment) on the production dimensions of L2 writing ability as the main dependent variable, ignoring the psychological writing-related factors.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners

Fathi

Mohebiniya

Nourzadeh

2019

Int. J. Appl. Linguist. Engl. Lit.

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The purpose of the present study was to investigate the effect of self-assessment and peer-assessment activities on second language (L2) writing self-regulation of Iranian English-as-a-foreign-language (EFL) learners. For this purpose, a sample of forty-six English major students from two intact classes at an Iranian Islamic Azad University were recruited as the participants of the present study. Then, the two classes were randomly assigned to a self-assessment group (N=22) and a peer-assessment group (N=24). The self-assessment group was instructed on the writing assessment criteria in order to self-assess their writing tasks and the peer-assessment group was trained on how to assess the writings of their peers. The treatment carried out for the self-assessment and peer-assessment groups lasted for a period of one university semester. The data was collected through Second Language Writing Self-regulation (SLWS) administered as the pre-test and post-test of the study. The results obtained from the data analysis indicated that both self-assessment and peer-assessment were conducive in enhancing L2 writing self-regulation of the participants. Nevertheless, further analysis of the data indicated that the participants in the peer-assessment group were better than those in the self-assessment group with regard to writing self-regulation, suggesting that peer-assessment activities were more effective than the self-assessment activities in contributing to enhancing writing self-regulation of the EFL learners. The justification of the findings and their implications for L2 writing pedagogy are also discussed.

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Section: Literature Reviewmentioning

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners

Fathi

Mohebiniya

Nourzadeh

2019

Int. J. Appl. Linguist. Engl. Lit.

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“…According to theories of learner autonomy self-assessment plays an important role in language teaching because it is an instrument for autonomous lifelong learning (Javaherbakhsh, 2010), and therefore it is oriented towards learning and promotes learners" autonomy. Liu and Brantmeier (2019) refer to the use of self-assessment as a metacognitive tool, while Weisi and Karimi (2013) note that self-assessment plays a key role in metacognition and as a form of alternative assessment seeks to make the assessment process more focused on learner in order to support and maximize the learning. In this case, learner-centered pedagogy and learning orientation are dimensions that characterize selfassessment.…”

Section: Learner Self-assessment In Inclusive Education and Various Tmentioning

confidence: 99%

Defining Learner Self-Assessment

Papanthymou¹,

Δάρρα²

2019

JEHD

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The aim of the present study was to examine the conceptual content of learner self-assessment by analyzing 28 publications concerning primary, secondary and inclusive education and different teaching subjects. From the analysis nine dimensions of learner self-assessment emerged as they were more frequently reported. These are: a. learner-centered pedagogy, feedback and learning orientation that were included in a broader category, "context" b. quality learning, collaboration/involvement and formative assessment that were included in the category "learner role" and c. monitoring, reflection and review/control that were dimensions of a more general category that was called "processes". Definitions in the context of primary and secondary education are mainly based on the dimension of learner-centered pedagogy and reflection. Moreover, in the context of inclusive education and various teaching subjects, the dimensions of formative assessment and quality learning are not identified in definitions whereas the number of publications that was located was extremely small. Consequently, it is concluded that more research is needed on the conceptual content of learner selfassessment in contexts such as inclusive education and several teaching subjects in order to produce a more defined concept of self-assessment and its characteristics within these contexts.

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“It's like a guessing game”: Implementation of multiple sign systems in EFL Reading curriculum for undergraduates in Taiwan

Ben‐Said,

Fu,

Yeh

2024

J Adolescent & Adult Lit

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This study explores the integration of multiple sign systems within the English as a Foreign Language (EFL) reading curriculum for undergraduates in Taiwan, addressing varied learning styles that are often overlooked by conventional curricular methods. The purpose is to investigate how incorporating semiotics can enhance learning engagement and effectiveness by utilizing diverse sign systems such as art, music, and movement. Data were collected through student‐created artifacts, self‐reflection logs, and evaluations of learning processes from 57 freshmen participating in literature circles and sign‐system activities in a university course. Analysis was conducted using Glaser and Strauss's Constant Comparative Method, identifying themes such as interactive teaching methods and diverse engagement strategies. The findings demonstrate that utilizing multiple sign systems enriches students' engagement and comprehension, suggesting the need for broader application of semiotics in education to cater to diverse learning preferences and enhance overall educational effectiveness.

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“I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English

Cited by 56 publications

References 38 publications

Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners

Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners

Defining Learner Self-Assessment

“It's like a guessing game”: Implementation of multiple sign systems in EFL Reading curriculum for undergraduates in Taiwan

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