Going Beyond L2 Learning－The Effects of Self-Assessment on Student Metacognition, Self-Regulated Learning and Self-Reflection
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This study aimed to examine the benefits of self-assessment in second language (L2) learning, specifically focusing on metacognition, self-regulated learning, and self-reflection. Sixteen university students from D. University voluntarily participated in the study after completing an online English (L2) presentation course in either 2020 or 2021. The participants' proficiency levels varied from beginner to intermediate. By conducting in-depth interviews and employing thematic analysis to explore participants' perspectives and experiences, the study uncovered a profound recognition of the significance of self-assessment in relation to metacognitive abilities and personal growth. The findings underscored the transformative impact of self-assessment on L2 presentation skills and metacognition. Assisted by a specifically designed rubric, these effects encompassed a comprehensive understanding of preparation requirements, identification and improvement of strengths and weaknesses, and heightened engagement and progress in the learning process. Additionally, students highlighted the positive influence of self-assessment on self-regulated learning. They explained that self-assessment served as a motivator for diligent preparation, the timely completion of tasks, improved time management, and persistent efforts to enhance their performance. Moreover, students demonstrated a proactive mindset by taking ownership of their learning, setting goals, monitoring their progress, and adjusting their strategies accordingly. Lastly, students expressed a keen recognition of the significance of self-assessment, acknowledging its unique potential for objective self-reflection. They recognized that this benefit of self-assessment, followed by teacher feedback, could reach beyond the scope of their presentations and influence various aspects of future disciplines and contexts that would be essential for life-long learning. These benefits suggest that combining self-assessment with detailed rubrics and precise teacher feedback enhances its value, thus fostering dynamic, learner-centered L2 education.
Abstract
This study aimed to examine the benefits of self-assessment in second language (L2) learning, specifically focusing on metacognition, self-regulated learning, and self-reflection. Sixteen university students from D. University voluntarily participated in the study after completing an online English (L2) presentation course in either 2020 or 2021. The participants' proficiency levels varied from beginner to intermediate. By conducting in-depth interviews and employing thematic analysis to explore participants' perspectives and experiences, the study uncovered a profound recognition of the significance of self-assessment in relation to metacognitive abilities and personal growth. The findings underscored the transformative impact of self-assessment on L2 presentation skills and metacognition. Assisted by a specifically designed rubric, these effects encompassed a comprehensive understanding of preparation requirements, identification and improvement of strengths and weaknesses, and heightened engagement and progress in the learning process. Additionally, students highlighted the positive influence of self-assessment on self-regulated learning. They explained that self-assessment served as a motivator for diligent preparation, the timely completion of tasks, improved time management, and persistent efforts to enhance their performance. Moreover, students demonstrated a proactive mindset by taking ownership of their learning, setting goals, monitoring their progress, and adjusting their strategies accordingly. Lastly, students expressed a keen recognition of the significance of self-assessment, acknowledging its unique potential for objective self-reflection. They recognized that this benefit of self-assessment, followed by teacher feedback, could reach beyond the scope of their presentations and influence various aspects of future disciplines and contexts that would be essential for life-long learning. These benefits suggest that combining self-assessment with detailed rubrics and precise teacher feedback enhances its value, thus fostering dynamic, learner-centered L2 education.
참고문헌 (28)
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