چکیده:
The inherent deficiencies of teacher-centered assessment have led many researchers to investigate the challenges and possibilities of alternative assessment. From among the various forms of alternative assessment, self and peer assessment have not been adequately scrutinized in the Iranian context. The present study examined the effect of three different assessment techniques, namely teacher, peer, and self-assessment, in writing tasks on a cohort of Iranian English learners’ writing motivation and self-regulation. Ninety-five female intermediate EFL learners were randomly assigned to three groups of self, peer, and teacher-assessment. Before the treatment, all the participants produced an argumentative essay while thinking-aloud and recording their voice, and completed the questionnaires. After the treatment, the participants once again completed the writing motivation and self-regulation questionnaires and wrote an argumentative essay, while thinking aloud and recording their voice. Both qualitative and quantitative data were collected using questionnaires, interviews, and think-aloud protocols. Having analyzed the interviews qualitatively, and analyzed the writing motivation questionnaires results through a one-way ANCOVA test, the researcher concluded that self-assessment had an advantage over the two other techniques in promoting writing motivation. Similarly, the analysis of the coded think-aloud protocols and a one-way ANCOVA yielded support for the superiority of the alternative assessment particularly self-assessment in promoting the use of self-regulatory strategies. Implications for writing classes are discussed.
خلاصه ماشینی:
The Effect of Assessment Technique on EFL Learners’ Writing Motivation and Self-Regulation 1Manoochehr Jafarigohar* IJEAP- 2010-1627 Received: 2020-09-06 Accepted: 2020-12-14 Published: 2020-12-15 Abstract The inherent deficiencies of teacher-centered assessment have led many researchers to investigate the challenges and possibilities of alternative assessment.
The present study examined the effect of three different assessment techniques, namely teacher, peer, and self-assessment, in writing tasks on a cohort of Iranian English learners’ writing motivation and self-regulation.
As one of the less investigated areas of language education, this study made an attempt to find out how self and peer-assessment might affect language learners’ motivation and self-regulation when they engage in writing activities.
The present study set out to investigate whether assessment technique employed as pedagogical tools can differentially affect Iranian EFL learners’ writing motivation and self-regulatory skills.
Writing Self-regulation and Assessment Methods Training learners who feel responsible toward their learning and have the tendency to embark on learning activities autonomously comprises one of the main goals of any educational program (Shih, Chen, Chang, & Kao, 2010).
Given the nature of L2 writing, tasks requiring L2 writers to sustain effort while observing time limits in addition to performing unaided, the necessity of employing self-regulatory skills in language learning is emphasized when learners are acquiring writing skills (Zimmerman & Bandura, 1994).
The results of the current study are expected to motivate writing instructors to encourage self-evaluation and self-assessment technique as means for developing positive beliefs toward and gaining the required impetus for the engagement in the arduous task of generating and transferring ideas in the written form in another language.