The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

Abstract

Learning a foreign language may create issues among students, as they may perceive it as complex, difficult, or alien. These feelings are harmful to forming a positive perception among students, regarded as one of the essential aspects of learning. This study aims to identify the effectiveness of using student-created questions for assessing students’ performance in English grammar. The sample included 79 tenth-grade students in King Abdullah Schools of Excellence in Jordan. The study revealed that the student-centered approach is crucial in today's classrooms because it fosters students' feeling of self-efficacy and helps them see their potential. Particularly in the secondary and college levels, the active involvement of students is emphasised as bringing openness and creativity to a more conventional classroom. Students who are consistently engaged in the development of questions and self-evaluation are better able to recognize their areas of strength and weakness and are further motivated to engage in self-repair. Students perform better when assessments are used in the classroom that are focused on them as individuals. Since it promotes self-actualization, intrinsic motivation is more effective than extrinsic motivation. By taking into account, this component of education and student performance create a learning environment that can inspire students to learn on their own can help them build the mindset for lifelong learning. It gives students a sense of control in the classroom by using questions they have written as part of the evaluation process. As a result of these elements, students become more motivated as they actively participate in the teaching-learning process. The study recommends using the student-generated questions in the classroom as it leads to effective teaching as they help the students practice various writing and reading skills. In many instances, evaluation in the classroom utilizing student-created questions reveals a significant increase in writing and reading abilities. Using this kind of evaluation, students may also engage in healthy competition.

Formative assessment in K-12 English as a foreign language education: A systematic review

“…Two studies used different types of questioning strategies in the EFL class: one involved student-created questions in an English grammar class [ 49 ] and the other involved reciprocal questioning in a reading and vocabulary class [ 50 ]. They found that using different questions contributes to language learning because it enhances students’ sense of self-efficacy and helps them recognise their potential.…”