The Interface Between Self-Efficacy Concerning the Self-Assessment on Students Studying English as a Foreign Language

Alishah, Akbar Rahimi; Dolmacı, Mustafa

doi:10.1016/j.sbspro.2013.01.133

Cited by 11 publications

(7 citation statements)

References 12 publications

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“…Self-evaluation (SEV). In studies like Schunk and Ertmer (1999), Alishah and Dolmaci (2013), and Baleghizadeh and Masoun (2013), students fill in selfassessment or self-efficacy questionnaires.…”

Section: Self-assessment Intervention Categoriesmentioning

confidence: 99%

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

Panadero

Jönsson

Botella

2017

Educational Research Review

457

258

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Section: Self-assessment Intervention Categoriesmentioning

confidence: 99%

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

Panadero

Jönsson

Botella

2017

Educational Research Review

457

258

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“…Furthermore, web based self-assessment tool motivates students to ask guidance from their professors and help from their peers (Bhandary et al, 2016), whereas self-assessment within the framework of Biggs' 3P learning model develops self-regulating learning and increases self-confidence (Tai, 2012). Still, scripts , and involvement of students in creation of rubrics contribute to the development of self-regulating learning (Fraile et al, 2017), whereas continuous self-assessment increases importantly self-efficacy (Alishah & Dolmaci, 2013). Findings also show that student self-assessment in the process of co-teaching contributes to problem-solving, increases students' awareness of self-assessment ability and self-control and makes students change attitudes towards the course and recognize the importance and contribution of it to their learning (Wollfensperger & Patkin, 2013).…”

Section: Discussionmentioning

confidence: 99%

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

Papanthymou¹,

Δάρρα²

2018

WJE

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This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.

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“…These findings have to be taken cautiously as they are based on learners' self-assessment, and the validity of self-assessment in foreign language learning has been reported to depend on variables as different as teachers' training (Oscarsson,1984), learners' experience with self-assessment (Alisha & Dolmaci, 2013), with the foreign language (Heilenman, 1990) or with the language skill self-assessed (Ross, 1998), and learners' use of Krashen's (1982) Monitor (Blanche and Merino, 1989).…”

Section: Discussionmentioning

confidence: 99%

The use of oral presentations in Higher Education: CLIL vs. English as a foreign language

Puerto

Adrián

2015

Pulso

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The aim of the present study is to gain insight into the use of oral presentations in English in Higher Education. Thirty-five students, divided into two groups – Content-and-language-integratedlearning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to perform an oral presentation in English, evaluate their peers’ and own presentations, and eventually assessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indicated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had improved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL settings, may be focused on content to the detriment of the language component. Consequently, we make a call for a better integration of content and language and for the use of focus-on-form techniques in CLIL contexts at university.

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The Interface Between Self-Efficacy Concerning the Self-Assessment on Students Studying English as a Foreign Language

Cited by 11 publications

References 12 publications

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

The use of oral presentations in Higher Education: CLIL vs. English as a foreign language

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