Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English

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Student engagement is an important issue in learning and teaching given its positive effects on students' learning outcomes. Assessment for Learning (AfL), an assessment and pedagogic innovation, if done well, can fully engage students in the learning and assessment process. Adopting a multi-case design, the present study explored how Chinese university English as a Foreign Language (EFL) teachers used AfL to facilitate student engagement in their classrooms and what factors influenced their AfL practices. Three EFL teachers were recruited on a voluntary basis from two universities in Northwest China. Data collected from semi-structed interviews, stimulated recall interviews, and classroom observations suggested that teacher participants demonstrated differed assessment practices, representing Assessment of Learning (AoL), convergent, and divergent AfL, respectively. Three factors: teacher assessment literacy, teachers' beliefs about the relationship between goal orientation and motivation, as well as a trusting relationship between teachers and students, were identified as contributing to teachers' different assessment practices. Our study calls for teacher educators' efforts to equip teachers with necessary assessment-related knowledge and skills, encourage teachers to negotiate learning goals with students, and help teachers establish a trusting environment in their classrooms, if AfL is to be fully embedded in classroom instruction.

Section: Discussionmentioning

confidence: 99%

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Zhang

Liu

2021

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“…For the current study, the data were collected through individual face-to-face interviews in a quiet setting in the participants’ respective universities over the course of a month, during which teachers tried out self-assessment with their students ( Wu et al, 2021b ). Each informant was interviewed once and each interview lasted around 1 h and a half generating rich data.…”

Section: Methodsmentioning

confidence: 99%

“…That can only be developed with teachers’ support and empowerment throughout the learning journey ( Sadler, 1989 ; Panadero et al, 2016a ): first to raise awareness among learners of the benefits of self-assessment; second to provide guidance on, and materials for, conducting self-assessment; and third to help learners understand the significance of the results ( Gardner, 2000 ). Though teachers play a salient role in nurturing students’ assessment capabilities, insufficient attention is paid to teachers’ beliefs and attitude toward assessment forms ( Looney et al, 2018 ), particularly in the underexplored EFL context, in which the studies of how teachers have responded to student-centered assessment approaches in the writing domain are scarce in the existing literature ( Liu and Xu, 2017 ; Wu et al, 2021b ).…”

Section: Introductionmentioning

confidence: 99%

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Zhang¹,

Zhang

Parr

et al. 2022

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With the growing need to nurture students’ independent learning, English language teaching (ELT) practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language (EFL) teachers’ attitudes toward, and self-efficacy beliefs about, implementing self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers’ attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers’ knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers’ understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers’ attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms.

“…The present study will address some gaps does exist in the literature like (1) being one of the important topics like linguistic along with learning capabilities although researched although but still not reached its peak, (2) Wu et al (2021), worked on the students learning capabilities development whereas the present study will work on insufficient learning capabilities along with moderation effect of demotivation and moderation effect of institutional culture in China, (3) Hamidova and Ganiyeva (2020), worked on foreign language learning with the view to competence development whereas the present study will work on insufficient learning capabilities along with students demotivation, linguistic knowledge, family support and resistance to innovation in China, (4) Amarakoon et al (2018), worked on the learning capabilities along with innovation whereas the present study will test the insufficient learning capabilities along moderation and mediation effect in Chinese perspective with a new data set, (5) the present study will check the model in Chinese perspective with new data set, and (6) Ranjha et al (2021) worked on the demotivation factor in foreign language learning whereas the present study will investigate the insufficient learning capabilities with moderation and mediation effect in China.…”

Section: Study Gaps and Contributionsmentioning

confidence: 99%

Lack of Self-Efficacy and Resistance to Innovation Impact on Insufficient Learning Capabilities: Mediating the Role of Demotivation and Moderating the Role of Institutional Culture

Shao

2022

Learning capabilities have been an essential element for the success of second language learners that needs regulators' and researchers' emphasis. Hence, the current research examines the role of lack of self-efficacy and resistance to innovation on the insufficient learning capabilities of second language students in China. The current study also examines the mediating role of demotivation among the linkage of lack of self-efficacy, resistance to innovation, and insufficient learning capabilities and explores the moderating role of institutional culture among demotivation and insufficient learning capabilities. The researchers have applied the questionnaires method to gather the data from selected students and employed the smart-PLS to assess the measurement and structural models. The results revealed that lack of self-efficacy and resistance to innovation has a significant and positive linkage with insufficient learning capabilities. The results also exposed that demotivation significantly mediates among lack of self-efficacy, resistance to innovation, and insufficient learning capabilities. The findings also explored that the institutional culture significantly moderates the linkage between demotivation and insufficient learning capabilities.