Relationships between beliefs about assessment and self-regulated learning in second language learning

Cho, Hyun Jin; Yough, Mike; Levesque‐Bristol, Chantal

doi:10.1016/j.ijer.2019.101505

Cited by 19 publications

(17 citation statements)

References 60 publications

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“…This finding is congruous with previous studies in that those students feeling more eager about engaging in oral communication in English could exhibit higher task value driven by their belief that developing their competence in EFL speaking is valuable ( Chou, 2018 ; Uztosun, 2020 ; Zhang et al., 2020 ). Therefore, they employ more self-regulated learning strategies in their endeavor of improving their EFL competence ( Cho et al., 2020 ; Diasti and Mbato, 2020 ; Muwonge et al., 2020 ; Teng et al., 2020 ; Yu et al., 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…Students may activate task value by connecting it to their academic goals, interests, or making it more enjoyable ( Efklides et al., 2017 ; Teng et al., 2020 ; Wang et al., 2021 ). In this sense, students with higher levels of task value and interest were found to employ more self-regulatory metacognitive techniques such as concentration, planning, monitoring, evaluating, and regulation ( Bai and Wang, 2021 ; Cho et al., 2020 ; Diasti and Mbato, 2020 ; Gao and Shen, 2020 ; Muwonge et al., 2020 ; Teng et al., 2020 ; Yu et al., 2019 ). Concerning English speaking, EFL students exhibiting higher task value could feel more enthusiastic about participating in oral communication in English when they sense that developing English-speaking competence is valuable ( Uztosun, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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“…Empirical evidence for this idea that ways of thinking about assessment relates to SRL has been independently reported. Using the Beliefs About Assessment inventory, Cho et al (2020) concluded from a structural equation model related to high-stakes test performance that “when students recognized the beneficial aspects of assessments, fairness of assessments, authentic aspects of assessments and consistency with learning objectives, they were more likely to utilize metacognitive strategies such as planning, monitoring, and regulation” (p. 9). In a parallel study, self-determined motivation contributed to positive adaptive beliefs about assessment that again contributed to greater meta-cognitive strategies, which in turn predicted greater grade point average (GPA; Cho et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Student Conceptions of Assessment: Regulatory Responses to Our Practices

Brown

2021

ECNU Review of Education

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Purpose: Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills. Those assessments impact learners’ attitudes, beliefs, and emotions. Negative impacts may be overcome if students regulate their responses to assessment and feedback. Design/Approach/Methods: This article systematically locates research studies that cite three key early papers around student conceptions of assessment (SCoA). A narrative synthesis is based on 22 papers. Findings: In addition to the SCoA, 11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative, fair, and trustworthy. There is broad interest in this phenomenon but little consistency in methods and even the SCoA has little consistency in factor structure across jurisdictions. Only one study provided an objective behavioral measure to validate self-reports, which are the dominant form of research. Originality/Value: This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.

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“…They did not investigate as the major topic the assessment as learning in programs of teaching and learning English as a foreign language. Other researchers researched into the central component of the assessment as learning, that is, self-regulated learning, but they did not mention the assessment as learning in their research (Oz, 2014;Burner, 2015;Mican and Medina, 2015;Purwanti, 2015;Wei, 2015;Wang, 2016;Huang, 2016;Saefurrohman, 2017;Ahmed and Abouabdelkader, 2018;Dewi, Marlina, dan Supriyono, 2019;Mbato and Cendra, 2019;Zainuddin, Habiburrahim, Muluk, and Keumala, 2019;Cho, Yough, and Levesque-Bristol, 2020;Nawas, 2020). Moreover, levels of education in which those researches of the assessment as learning in programs of teaching and learning English as a second or foreign language took place are early education (Britton, 2015), elementary school (Lee, Mak, and Yuan, 2019;Tante, 2018), and high school (Saefurrohman, 2015;Lee, 2017), not higher education.…”

Section: Introductionmentioning

confidence: 99%

Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

Prihantoro

Hermawan

2021

International Journal of Educational Spectrum

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The paper intends to describe how English-as-aforeign-language lecturers succeed and fail to apply the assessment as learning in programs of teaching and learning English as a foreign language in higher education. The explanatory mixed-methods were conducted to survey 57 respondents in the higher education institutions in the Special Province of Yogyakarta, Indonesia and to interview 8 respondents in the high-level group of applying the assessment. Two criteria of success and failure are (1) to promote active and proactive learning and (2) to result in a good learning outcome. The findings indicate that some of the lecturers succeeded in promoting active and proactive learning of peer assessment, self-assessment, self-reflection in and outside the classrooms, and no criteria compliance, providing oral and written feedback to students, and resulting in good final grades. A lecturer failed to apply the assessment for her limited knowledge, and some lecturers failed because of their low achieving students and had no time to give feedback.

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Relationships between beliefs about assessment and self-regulated learning in second language learning

Cited by 19 publications

References 60 publications

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Student Conceptions of Assessment: Regulatory Responses to Our Practices

Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

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