Self-Assessment in a Korean Online University EFL Writing Classroom
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참고문헌
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초록
Self-assessment has long been mentioned as one of the means of evaluating second language (L2) learners' performance. The argument in favor of self- assessment includes its educational benefits, such as learners' active involvement in their L2 learning process and their becoming autonomous language learners. However, most of the previous L2 research has mainly focused on how valid self-assessment results can be among the possible factors affecting learners' self-assessment accuracy. Thus, this study explored the pedagogical value of self-assessment along with learners' perception of its use in an L2 composition classroom at a Korean online university. Nineteen students who were provided with self-assessment checklists wrote 38 before and after self-assessment argumentative essays. Their essays were analyzed in terms of content, organization, and a genre-specific criterion, or the inclusion of counterargument and refutation. The results indicated that content was the least problematic (or the easiest) to satisfy, irrespective of self-assessment. The genre-specific criterion improved the most after self-assessment, while organization was the most difficult criterion to satisfy. These findings will be further discussed with different proficiency groups along with their perception of the use of self-assessment in the language classroom. Finally, some pedagogical implications and the limitations of the study will be discussed.
Abstract
Self-assessment has long been mentioned as one of the means of evaluating second language (L2) learners' performance. The argument in favor of self- assessment includes its educational benefits, such as learners' active involvement in their L2 learning process and their becoming autonomous language learners. However, most of the previous L2 research has mainly focused on how valid self-assessment results can be among the possible factors affecting learners' self-assessment accuracy. Thus, this study explored the pedagogical value of self-assessment along with learners' perception of its use in an L2 composition classroom at a Korean online university. Nineteen students who were provided with self-assessment checklists wrote 38 before and after self-assessment argumentative essays. Their essays were analyzed in terms of content, organization, and a genre-specific criterion, or the inclusion of counterargument and refutation. The results indicated that content was the least problematic (or the easiest) to satisfy, irrespective of self-assessment. The genre-specific criterion improved the most after self-assessment, while organization was the most difficult criterion to satisfy. These findings will be further discussed with different proficiency groups along with their perception of the use of self-assessment in the language classroom. Finally, some pedagogical implications and the limitations of the study will be discussed.
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