Edited By Dina Tsagari and Ildikó Csépes
Anne Dragemark Oscarson: Collaboration in Understanding Results – Self-assessment of EFL Writing
199 Collaboration in Understanding Results – Self-assessment of EFL Writing Anne Dragemark Oscarson1 University of Gothenburg This chapter presents a study that investigated upper secondary students’ ability to assess their own results in writing in EFL, and their experiences of self-assessment practices in the classroom. It is part of a larger research project, where self-assessment of the productive language skills was in focus. The process-writing approach together with self-assessment questions and non-corrective feedback from the teacher was used to help students become more aware of their developing writing skills and attained language levels. Forty-one of the 102 participating students were then interviewed in focus groups and the two teachers were interviewed individually. Students and teachers were positive about the incorporation of self- assessment practices in the EFL classroom and saw the students’ resulting ability as a transferable skill that supports lifelong learning. The method was found to help students become more aware of their language skills and language levels. Both teachers and students considered student self-assessments to be contributing valuable information to ordinary assessment. The dialogue and collaboration between teachers and students regarding students’ results increased. The conclusions indicated that encouraging student responsibility and autonomy through self-assessment is viable and realistic, and that students need practice in order to become more adept at employing the approach. Key words: self-assessment, EFL, writing, life-long learning 1. Introduction This chapter concerns collaboration between teachers and students in the area of assessment. The need for students to develop autonomous and lifelong learning skills is something...
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