Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom

Torres, José O.

doi:10.4236/ojml.2019.91001

Cited by 13 publications

(9 citation statements)

References 15 publications

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“…Chamot and O'malley (1987) define speaking as an example of a dynamic cognitive capacity that can be distinguished into many hierarchal sub-skills, some of which might need controlled processing while others just automated processing. According to Torres (2019), speaking is the most vital skill among four skills which are listening, speaking, reading, and writing. This is because a person who recognizes a language is called to as 'speaker of that language'.…”

Section: Stakeholdersmentioning

confidence: 99%

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Chandran¹,

Hashim²

2021

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The concept paper discusses the self-paced formative assessment in the context of the ESL classroom vocabulary instruction. In this paper, the concept is discussed along with the history and emergence of language learning strategies from the core of language theories. The explorations of past studies reveal the importance of an assessment method that helps learners identify their needs and their preferred learning strategies. The self-paced assessment technique is described as self-directed and important in helping learners acquire vocabulary more effectively. The study focuses on past studies that document the implications, issues of employing self-paced assessment in the second language classroom, the advantage and constrains on self-paced assessment in context of second language classroom. Primary ideas like word recognition, the three-tier model and word meanings are discussed to elaborate the concept of self-paced assessment and how it should work in vocabulary instruction. The major implications of this study are in the designing and implementation of second language lessons where teachers should focus more on providing room for learners to direct their assessments. As for future researches, a sound methodology for experimentation is recommended to fully explore the feasibility of self-paced assessments in the ESL classroom. It is believed that self-paced formative assessment would enhance vocabulary mastery among ESL learners. Hence, this paper explains how self-paced formative assessment assists in learning vocabulary.

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Section: Stakeholdersmentioning

confidence: 99%

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Chandran¹,

Hashim²

2021

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“…Speaking of assessment types, another trio of studies (Siegler, Fazio, & Pyke, 2011;Theall & Franklin, 2010;Torres, 2019) provided their synopses in the context of written language comprehension assessment. Based on the findings, the formative assessment takes place throughout a single class or a whole course and pursues to advance one's development of written language comprehension via approaches maintaining definite needs of assessed individuals.…”

Section: The Monoglossic Perspective Of Written Language Comprehension Assessmentmentioning

confidence: 99%

A Systematic Review of Technology-enhanced Assessment of Monolingual and Bilingual Written Language Comprehension

Darzhinova¹,

Zou²

2021

The Journal of AsiaTEFL

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“…Formative assessments are frequently used in this approach to ensure educators are able to monitor students' involvement and feedback in the learning process. Torres (2019) mentioned that by using formative assessments, the role of the instructor focuses more on observing the way students perform in an ongoing teaching process that may or may not take place entirely inside the classroom.…”

Section: Casual Learning In Esl Classroommentioning

confidence: 99%

Using Twitter to Enhance Writing Skills among ESL Undergraduates: A Casual Learning Approach

Thandevaraj¹,

Gani²,

Hashim³

et al. 2021

IJARBSS

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Writing is a fundamental skill in language learning yet it is the biggest challenge for students these days. Students are discouraged to write their own thoughts and it leads them to become demotivated. Students' involvement is limited in any learning process, however, with the implementation of a casual learning approach, it could be possible to get students to participate in the classroom. In this 21 st century era, educators have been using various techniques and materials to enhance students' writing. Therefore, educators believe that using social media as a platform for teaching and learning might be helpful to make the lessons fun and interactive. Thus, this paper aims to investigate the use of Twitter as a casual learning approach in enhancing students' writing skills. A study was conducted among 20 undergraduate students to investigate if Twitter makes any difference in enhancing their writing skills and their motivation to write. ESL lessons via ZOOM were conducted with the integration of Twitter's threads as the casual learning approach to help students to be more interested in writing, which in a way will help to enhance their writing skills. A questionnaire was later distributed to the students to investigate their feedback on the use of Twitter as a platform to help them to enhance their writing skills. Findings have shown that students are more comfortable to have Twitter as one of the platforms to help them to enhance their writing skills. It can be seen that the students participated more when Twitter was used in the lessons as part of the writing activity. One of the reasons might be because of the flexibility and the casualty. The end result of this study shows that utilizing Twitter in ESL teaching and learning gives a positive impact for both educators and the students.

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Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom

Cited by 13 publications

References 15 publications

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

A Systematic Review of Technology-enhanced Assessment of Monolingual and Bilingual Written Language Comprehension

Using Twitter to Enhance Writing Skills among ESL Undergraduates: A Casual Learning Approach

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