An Investigation into the Effect of Self-assessment on Improving EFL Learners' Motivation in EFL Grammar Achievements
DOI:
https://doi.org/10.31098/jefltr.v3i1.1358Keywords:
Student's Academic Motivation, Self-Assessment, Academic Assessment, EFL LearnersAbstract
In recent years, there has been an increasing focus on the role of the student in the learning process and boosting motivation for English as Foreign Language (EFL) learners. Motivation is widely considered to be a key aspect of being a successful learner. Moreover, there is a general consensus in the literature that motivation is one of the key learner characteristics. This present study aims to examine the impact of self-assessment as an alternative form of assessment on enhancing motivation and EFL learners' grammar achievements. To this end, the students in the experimental and control groups were all exposed to the same content and instructional method and had the same instructor. There was only one difference. The students in the experimental group self-assessed themselves, while the students in the control group were assessed by their instructor. The design of methodology is quasi-experimental design. The results revealed that self-assessment has a strong role in promoting the learners' motivation in EFL grammar achievements. The results have provided further evidence confirming that self-assessment as an alternative form of assessment is a useful for accounting for students' performance and learning. The present study has shed light on how self-assessment was found to affect learners' achievements and motivation in class. The issue of English grammar instruction in EFL classroom is intriguing and could have some recommendations for future research. As discussed in methodology, the method applied for control group was the conventional method, while a further study could present teaching grammar through other methods.
Downloads
References
Angelo, T. A. (1995). Reassessing (and Defining) Assessment. The AAHE Bulletin, 48(2), 7-9. https://ira.howard.edu/sites/ira.howard.edu/files/2023-09/Angelo%2C%201995.pdf
Airasian, P. W. (1994). Classroom assessment (2nd ed.). New York: McGraw Hill.
Besharati, C. (2004). The impact of alternative assessment techniques on Iranian students' achievments in listening comprehension skill. [Unpublished M.A. thesis. Tehran: Alzahra University].
Blanche, P. (1988). Self-assessment of foreign language skills: implications for teachers and researchers. RELC Journal, 19(1), 75-93. https://doi.org/10.1177/003368828801900105
Birjandi, P., & Tamjid, N. H. (2010). The Role of Self-Assessment in Promoting Iranian EFL Learners' Motivation. English Language Teaching, 3(3), 211-220.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Longman.
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31 https://doi.org/10.1177/0265532209346370
Coombe, C., Canning, C. (2002) Using Self-assessment in the classroom: Rationale and Suggested Techniques. Retrieved September 7, 2010 from
http://www3.telus.net/linguisticsissues/selfasess2.html
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage
Dornyei Z. (2000). Motivation & Motivation Theories. In M. Byram (Ed.) Routledge Encyclopedia of Language Teaching and Learning, 425-435. London: Routledge
de Saint Léger, D. (2009). Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158–178. https://doi.org/10.1111/j.1944-9720.2009.01013.x
Dickinson, L. (1987). Self-instruction in language Learning. Cambridge University Press
Erwin, T.D. (1991). Assessing student learning and development: A guide to the principles, goals, and methods of determining college outcomes. Hoboken, NJ: Jossey-Bass
Finch AN, Taeduck HY (2002). Oral Testing and Self-Assessment - The way forward? Retrieved September 6, 2010 from http://www3.telus.net/linguisticsissues/oraltesting.html
Frankland, S., Cho, P., James, N., Miles, M., Ricketts, C., Burton, C., ... & MacKenzie, H. (2007). Teaching with Group Work, Peer and Self Assessment. Enhancing Teaching and Learning through Assessment, 143-195. https://doi.org/10.1007/978-1-4020-6226-1_5
Gardner, R. C. (2004). Attitude/motivation test battery: International AMTB research project. Canada: The University of Western Ontario.
Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics,15, 212-226. https://doi.org/10.1017/S0267190500002695
Harris, M (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1), 12-20. https://doi.org/10.1093/elt/51.1.12
Hotard, D. J. (2007). The effects of self-assessment on student learning of mathematics. The Interdepartmental Program in Natural Sciences, 1-72, https://doi.org/10.31390/gradschool_theses.2946
Kavaliauskiene, G. (2004). Quality Assessment in Teaching English for Specific Purposes. English for specific purposes world: ESP world, 5(2), 13. http://esp-world.info/Articles
Kruidering-Hall, M., O’Sullivan, P.S. & Chou, C.L. (2009). Teaching Feedback to First-year Medical Students: Long-term Skill Retention and Accuracy of Student Self-assessment. Journal of general internal medicine, 24, 721-726. https://doi.org/10.1007/s11606-009-0983-z
Larsari. V.N. (2021). An investigation into teacher assessment literacy (TAL) of learners' writing developments: impact on learners' writing achievements and implications for teacher development. Journal of Social Sciences and Humanities Research, 9(1), 93–100. https://doi.org/10.24200/jsshr.vol9iss01pp93-100
Larsari, V.N., Keysan, F., & Wildova, R. (2022). An investigation of the effect of flipped-jigsaw learning classroom on primary students’ autonomy and engagement in e-learning context and their perceptions of the flipped-jigsaw learning classroom. In International Conference on Digital Technologies and Applications (pp. 372-382). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-02447-4_39
Larsari, V. N., & Wildová, R. (2022). Modernism and Postmodernism Concepts in Education: Its Impact on EFL Students' Autonomy and Implication for EFL Teachers. Journal of English As A Foreign Language Teaching and Research, 2(1), 59–69. https://doi.org/10.31098/jefltr.v2i1.850
Liang, J. (2006). Overview of self-assessment in the Second Language Writing Classroom. 2006 TESOL Convention, Tampa, Florida. http://secondlanguage writing.com/documents/overview.doc
Lin, M. H. (2021). Effects of data-driven learning on college students of different grammar proficiencies: A preliminary empirical assessment in EFL classes. Sage Open, 11(3), https://doi.org/10.1177/21582440211029936
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers.
Meidiastuti, Y., & Safitri, L. (2021). The Effectiveness of Arranging Word Game In Teaching Grammar: An Evidence From VIII Grade Students of SMPN 2 Simpang Alahan Mati, Indonesia. Journal of English As A Foreign Language Teaching and Research, 1(1), 1–24. https://doi.org/10.31098/jefltr.v1i1.480
Naeini, J. (2011). Self-assessment and the impact on language skills. Educational Research, 2(6),1225-1231. http://www.interesjournals.org/ER
Noonan, B. (2000). Demystifying Assessment Leadership. Educational Administration, University of Saskatchewan, 2(3). 1-20.
Opateye, J., & Ewim, D. R. E. (2021). Assessment for Learning and Feedback in Chemistry: A Case for Employing Information and Communication Technology Tools. International Journal on Research in STEM Education, 3(2), 18–27. https://doi.org/10.31098/ijrse.v3i2.660
Oscarson, M. (1989). Self-assessment of Language Proficiency: Rationale and Applications. Language Testing, 6(1), 1-13. https://doi.org/10.1177/026553228900600103
Promtara, N. (2018). Thai students and teachers' perceptions of learning and teaching English through the communicative language teaching approach. NIDA Journal of Language and Communication, 23(33), 23-42. https://repository.nida.ac.th/handle/662723737/5805
Rashidi, N., & Bahadori N. Z. (2018). An Investigation Into the Effect of Dynamic Assessment on the EFL Learners' Process Writing Development. SAGE Open, 8(2). https://doi.org/10.1177/2158244018784643
Richards, J, C. & Schmidt, R. (2002). Dictionary of language teaching & applied linguistics. London: Pearson Education Limited.
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
Tamjid, N. & Birjandi, P. (2011). Fostering learner autonomy through self-assessment. International Journal of Academic Research, 3(5).
Tavakoli, M. A. (2010). Investigating the relationship between Self-assessment and teacher assessment in academic contexts: A case of Iranian university students. The Asian EFL Journal Quarterly, 12(1), 234-260.
Wangchuk, N., Wangchuk, C, Sharma, D., & Dorji, P. (2021). Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. Journal of English As A Foreign Language Teaching and Research, 1(1), 46–60. https://doi.org/10.31098/jefltr.v1i1.453
Wang, H., & Wang, Y. (2007). The addition of an affect test and self-assessment into ESL writing assessment: Process and effect, A case study in a non-English major postgraduate ESL writing class. Asian EFL Journal, 20(5), 299-316.
Zakaria, A. A. O. (2015). Communication problems among Sudanese EFL University learners. International Journal of Scientific and Research Publications, 5(9), 1-6. http://www.ijsrp.org/research-paper-0915.php?rp=P454567
Zareh, A. R. F. (2006). The effectiveness of alternative assessment and traditional methods of testing on Iranian EFL adult learners' reading comprehency. [Unpublished M.A. thesis. Tehran: Allameh Tabataba'i University].
Downloads
Article Metrics
- 0 times
- 0 times
Published
Citation Check
How to Cite
Issue
Section
License
Copyright (c) 2023 Vahid Norouzi Larsari, Raju Dhuli, Zahra Darvishi Koolai
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
Journal of English as A Foreign Language Teaching and Research has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Journal of English as A Foreign Language Teaching and Research objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (Journal of English as A Foreign Language Teaching and Research ).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive lisence, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or Journal of English A Foreign Language Teaching and Research upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of Journal of English A Foreign Language Teaching and Research.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or Journal of English A Foreign Language Teaching and Research upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of Journal of English A Foreign Language Teaching Research .
8. Miscellaneous
Journal of English A Foreign Language Teaching Research will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and Journal of English A Foreign Language Teaching Researcht or its sublicensee has become obligated to have the article published. Journal of English A Foreign Language Teaching Research may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.