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THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE

Yıl 2024, Cilt: 14 Sayı: 2, 590 - 608, 30.05.2024
https://doi.org/10.24315/tred.1354114

Öz

Bu derlemenin amacı, öğrencinin öz değerlendirmesinin öğrenme motivasyonunu, akademik performansı, öz-düzenleyici öğrenme özelliklerini ve öz saygıyı nasıl etkilediğini tespit etmektir. Veri toplama aşamasında doküman analizi tekniği kullanılmıştır. Alternatif değerlendirme türlerinden biri olan öz değerlendirme, öğrencilerin dil öğrenmedeki ilerlemelerini, başarı düzeylerini değerlendirmelerini ve hedeflerinde başarılı olup olmadıklarını belirlemelerini sağlar. Öz-değerlendirme çok araştırılan bir konu olmasına rağmen, literatürün derlenmesi bağlamında yapılan çalışmalar sınırlı sayıdadır. Belirtilen bu boşluğu kapatmak için, bu derlemede 24 ampirik çalışma incelenmiş ve bazı kayda değer sonuçlara ulaşılmıştır. İlk olarak, öğrenciler öz değerlendirmeyi kişisel gelişim için değerli bir öz izleme aracı olarak görmektedir ve tutumlarını yeniden şekillendirmek ve özgüvenlerini artırmak için öğretmenler tarafından etkili bir araç olarak kullanılmaktadır. İkinci olarak, öz değerlendirme uygulamalarının benimsenmesini destekleyen bir ortamın teşvik edilmesi, öğrenciler arasında bağımsız öğrenmeye yönelik eğilimi beslemekle kalmadığı, aynı zamanda özerkliklerini de geliştirdiği tespit edilmiştir. Üçüncü olarak, bu yaklaşım öğrencilerin kendi yeteneklerine olan inançlarını önemli ölçüde artırtığı ve son olarak, öz değerlendirme sürecinin öğrenciler tarafından ikinci dil konuşma becerilerindeki yeterliliklerini geliştirmeleri bağlamında ilgi çekici bir teknik olarak algılandığı ve onları eğitim yolculuklarına aktif olarak dahil ettiği belirlenmiştir.

Kaynakça

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  • Qasem, F. A. A. (2020). The effective role of learners’ self-assessment tasks in enhancing learning English as a second language. Arab World English Journal, 11(3), 502–514. https://doi.org/10.24093/awej/vol11no3.33
  • Qasem, F. A. A. (2020). The effective role of learners’ self-assessment tasks in enhancing learning English as a second language. Arab World English Journal, 11(3), 502–514. https://doi.org/10.24093/awej/vol11no3.33
  • Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-assessment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a
  • Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-assessment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a
  • Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. Plain Talk about Kids, 43 (57), 1-21. https://tls.tc/7LOuV
  • Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. Plain Talk about Kids, 43 (57), 1-21. https://tls.tc/7LOuV
  • Runnels J. (2016). Self-assessment accuracy: Correlations between Japanese English learners’ self-assessment on the CEFR—Japan’s can do statements and scores on the TOEIC®. Taiwan Journal of TESOL, 13(1), 105–137. https://eric.ed.gov/?id=EJ1108194
  • Runnels J. (2016). Self-assessment accuracy: Correlations between Japanese English learners’ self-assessment on the CEFR—Japan’s can do statements and scores on the TOEIC®. Taiwan Journal of TESOL, 13(1), 105–137. https://eric.ed.gov/?id=EJ1108194
  • Salimi, A., & Larsari, V. N. (2015). On the comparative impact of self-assessment and teacher-assessment on Iranian EFL learners’ academic motivation. Advances in Language and Literary Studies, 6(6), 74-79. https://doi.org/10.7575/aiac.alls.v.6n.6p.74
  • Salimi, A., & Larsari, V. N. (2015). On the comparative impact of self-assessment and teacher-assessment on Iranian EFL learners’ academic motivation. Advances in Language and Literary Studies, 6(6), 74-79. https://doi.org/10.7575/aiac.alls.v.6n.6p.74
  • Şentürk, B. (2017). The effect of different self-assessment tools on students’ attitudes towards learning English [PhD Dissertation]. Hacettepe Üniversitesi.
  • Şentürk, B. (2017). The effect of different self-assessment tools on students’ attitudes towards learning English [PhD Dissertation]. Hacettepe Üniversitesi.
  • Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. FEMS Microbiology Letters, 364(11), 1-4. https://doi.org/10.1093/femsle/fnx096
  • Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. FEMS Microbiology Letters, 364(11), 1-4. https://doi.org/10.1093/femsle/fnx096
  • Takarroucht, K. (2022). The effect of self-assessment on the development of EFL writing self-efficacy: A case of Algerian higher education. IJoLE (International Journal of Language Education), 6(2), 157-168. https://doi.org/10.26858/ijole.v6i2.22065
  • Takarroucht, K. (2022). The effect of self-assessment on the development of EFL writing self-efficacy: A case of Algerian higher education. IJoLE (International Journal of Language Education), 6(2), 157-168. https://doi.org/10.26858/ijole.v6i2.22065
  • Thirtle, S. (2014). Self-assessment in learning: The relationship between active feedback strategies and metacognitive development. Teaching in Lifelong Learning, 6(1), 5–19. https://search.informit.org/doi/epdf/10.3316/informit.651451645945775
  • Thirtle, S. (2014). Self-assessment in learning: The relationship between active feedback strategies and metacognitive development. Teaching in Lifelong Learning, 6(1), 5–19. https://search.informit.org/doi/epdf/10.3316/informit.651451645945775
  • Weisi, H., & Karimi, M. N. (2013). The effect of self-assessment among Iranian EFL learners. Procedia: Social & Behavioral Sciences, 70, 731–737. https://doi.org/10.1016/j.sbspro.2013.01.117
  • Weisi, H., & Karimi, M. N. (2013). The effect of self-assessment among Iranian EFL learners. Procedia: Social & Behavioral Sciences, 70, 731–737. https://doi.org/10.1016/j.sbspro.2013.01.117
  • Wijaya, K. F. (2023). Indonesian university EFL learners’ perspectives toward self-assessment in writing processes. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 8(1), 23-34. https://files.eric.ed.gov/fulltext/EJ1374918.pdf
  • Wijaya, K. F. (2023). Indonesian university EFL learners’ perspectives toward self-assessment in writing processes. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 8(1), 23-34. https://files.eric.ed.gov/fulltext/EJ1374918.pdf
  • Yıldırım, İ. K. (2001). The effect of training students on self-assessment of their writing. [Master’s Thesis]. Bilkent University.
  • Yıldırım, İ. K. (2001). The effect of training students on self-assessment of their writing. [Master’s Thesis]. Bilkent University.
  • Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System (Linköping), 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005
  • Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System (Linköping), 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005
Toplam 146 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç)
Bölüm Makaleler
Yazarlar

Özlem Taşkara 0009-0006-8348-8452

Hasan Sağlamel 0000-0002-0707-4577

Erken Görünüm Tarihi 25 Mayıs 2024
Yayımlanma Tarihi 30 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 14 Sayı: 2

Kaynak Göster

APA Taşkara, Ö., & Sağlamel, H. (2024). THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE. Trakya Eğitim Dergisi, 14(2), 590-608. https://doi.org/10.24315/tred.1354114