Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Aisah Apridayani, Wei Han, Kanyanat Sakkanayok
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Abstract

Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to 'Combined Teacher and Student Self-Assessment' in English writing at a university in southern Thailand. Additionally, the study examined the viewpoints of students regarding the implementation of these approaches. It utilized a sequential explanatory research design in conjunction with a quasi-experimental design. The research instruments included a series of writing tasks, a teacher assessment rubric, a self-assessment form, and a questionnaire with open-ended questions. A group of 62 first-year English majors was divided into two groups: a control group and an experimental group, consisting of 31 students each. Both groups were taking an English Composition I course for 12 weeks and were assigned the same writing tasks. The experimental group was provided with both self-assessments and teacher evaluations, whereas the control group solely received teacher evaluations. The quantitative data was analyzed using an independent sample, while the qualitative data was examined through a thematic analysis. Quantitatively, the independent t-test results indicated that there was no statistically significant distinction in overall writing performance between both groups, except for narrative paragraphs. Moreover, the qualitative findings emphasized the merits of incorporating teacher-led and student-involved assessments. This study suggests various implications for English as a Foreign Language (EFL) instruction and assessment practices.

Abstract Image

提高高等教育中的英语写作能力:纯教师评估与教师和学生自我评估方法的比较研究
尽管学术英语写作能力在高等教育中起着至关重要的作用,但现有的研究并没有充分探讨教师主导型评估和学生参与型评估对写作成果的比较影响。针对这一研究空白,本研究旨在评估泰国南部一所大学英语写作中 "教师单独评估 "与 "教师和学生联合自评 "的效果比较。此外,本研究还考察了学生对实施这些方法的看法。研究采用了顺序解释性研究设计和准实验设计。研究工具包括一系列写作任务、教师评估标准、自我评估表和开放式问题问卷。62 名一年级英语专业学生被分为两组:对照组和实验组,每组 31 人。两组学生都参加了为期 12 周的英语写作 I 课程,并被分配了相同的写作任务。实验组同时获得自我评估和教师评价,而对照组只获得教师评价。定量数据采用独立样本分析法,而定性数据则采用主题分析法。在定量分析方面,独立的 t 检验结果表明,除叙事段落外,两组学生的总体写作成绩在统计学上没有显著差异。此外,定性研究结果强调了将教师主导和学生参与的评估结合起来的优点。本研究为英语作为外语(EFL)的教学和评估实践提出了各种启示。
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来源期刊
Asian-Pacific Journal of Second and Foreign Language Education
Asian-Pacific Journal of Second and Foreign Language Education Arts and Humanities-Language and Linguistics
CiteScore
2.90
自引率
5.60%
发文量
40
审稿时长
5 weeks
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