OPINIONS of LEARNERS RELATED TO THE PRACTICE OF PEER- AND SELF-ASSESSMENT ACTIVITIES in ENGLISH WRITING CLASSES
Abstract
The purpose of this research is to determine the opinions of English language learners in a university preparatory class related to the practice of peer-assessment andself-assessment in writing courses. A quasi-experimental without a control groupdesign was used in the study and the data was collected by open-ended questionsanswered by the participants in a written form. Content analysis was used to analyze the data and main themes were found by two coders. According to the findings,peer-assessment and self- assessment resulted in positive opinions of students related to reinforcement of learning, self-evaluation, and reinforcement of self-confidence. Few of the participants commented on the possible negative effects
References
- AlFallay, İ. (2004). The role of some selected psychological and personality traits of the rater in the accuracy of self- and peer-assessment. System 32: 407-425.
- Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Pearson Education Limited.
- Gardner, D. (2000). Self-assessment for autonomous language learners. Links and Letters, 7, 49-60.
- Grabe, W. Ve Kaplan, R. B. (1996). Theory and practice of writing. : An applied linguistic perspective. London: Pearson Education.
- Kurt, G. Ve Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Eğitimde Kuram ve Uygulama( Journal of theory and Practice in education). 3(1): 12-23.
- Montgomery, K. (2000). Authentic assessment. London: Addison Wesley Longman.
- McWhaw, K. , Schnackenberg, H. , Sclater, J. ve Abrami, P. C. (2003). From co-operation to collaboration: Helping students become collaborative learners. R. M. Gillies ve A. F. Ashman (Eds.) Co-operative learning (69-87). London: RoutledgeFalmer.
- Puhl, C. A. (1997). Develop, not judge: Continuos assessment in the ESL classroom. English Teaching Forum, 35, 2-10.
- Reid, J. (2001). Writing. R. Carter ve D. Nunan (Eds.) The Cambridge Guide to Speakers of Other Languages (28-33). Cambridge: Cambridge University Press.
- Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249-276.
- Wei, Y. Ve Chen, Y. (2003). Supporting Chinese learners of English to implement self- assessment in L2 writing. Inaugural Independent Learning Association Conference, University of Melbourne ,Melbourne, Australia, 13-14 September 2003 independentlearning.org/ILA/ila03/ila03_wei_and_chen.pdf (erişim tarihi: 25. Eylül. 2011)
- Yurdabakan, İ. Ve Cihanoğlu, M.O. (2011). Öz ve akran değerlendirmenin uygulandığı işbirlikli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeylerine etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4): 105-123.
İngilizce yazılı anlatım derslerinde uygulanan akran ve öz değerlendirme etkinliklerine yönelik öğrenci görüşleri
Abstract
Bu araştırmanın amacı yabancı dil olarak İngilizce öğrenen üniversite hazırlıköğrencilerinin yazma derslerinde kullanılan akran ve öz değerlendirme uygulamalarına yönelik görüşlerini belirlemektir. Kontrol grupsuz yarı deneysel bir desenin kullanıldığı araştırmanın verileri katılımcılara yöneltilen dört açık uçlusorunun yazılı yanıtlarından elde edilmiştir. Verilerin çözümlemesinde içerik analizi yapılmış ve iki kodlayıcı tarafından ana temalara ulaşılmıştır. Bulgulara göreİngilizce yazılı anlatım derslerinde uygulanan akran değerlendirme ve öz değerlendirme uygulamalarına yönelik öğrenci görüşleri öğrenmenin pekiştirilmesi,kendi öğrenmesini değerlendirme, öz güvenin pekiştirilmesi konusunda olumludur.Katılımcıların pek azı uygulamada karşılaşılabilecek olumsuzluklardan sözetmiştir
References
- AlFallay, İ. (2004). The role of some selected psychological and personality traits of the rater in the accuracy of self- and peer-assessment. System 32: 407-425.
- Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Pearson Education Limited.
- Gardner, D. (2000). Self-assessment for autonomous language learners. Links and Letters, 7, 49-60.
- Grabe, W. Ve Kaplan, R. B. (1996). Theory and practice of writing. : An applied linguistic perspective. London: Pearson Education.
- Kurt, G. Ve Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Eğitimde Kuram ve Uygulama( Journal of theory and Practice in education). 3(1): 12-23.
- Montgomery, K. (2000). Authentic assessment. London: Addison Wesley Longman.
- McWhaw, K. , Schnackenberg, H. , Sclater, J. ve Abrami, P. C. (2003). From co-operation to collaboration: Helping students become collaborative learners. R. M. Gillies ve A. F. Ashman (Eds.) Co-operative learning (69-87). London: RoutledgeFalmer.
- Puhl, C. A. (1997). Develop, not judge: Continuos assessment in the ESL classroom. English Teaching Forum, 35, 2-10.
- Reid, J. (2001). Writing. R. Carter ve D. Nunan (Eds.) The Cambridge Guide to Speakers of Other Languages (28-33). Cambridge: Cambridge University Press.
- Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249-276.
- Wei, Y. Ve Chen, Y. (2003). Supporting Chinese learners of English to implement self- assessment in L2 writing. Inaugural Independent Learning Association Conference, University of Melbourne ,Melbourne, Australia, 13-14 September 2003 independentlearning.org/ILA/ila03/ila03_wei_and_chen.pdf (erişim tarihi: 25. Eylül. 2011)
- Yurdabakan, İ. Ve Cihanoğlu, M.O. (2011). Öz ve akran değerlendirmenin uygulandığı işbirlikli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeylerine etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4): 105-123.
Details
| Primary Language | English |
|---|---|
| Subjects | Language Studies |
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 1, 2010 |
| Submission Date | January 1, 2010 |
| Published in Issue | Year 2010 Issue: 150 |