在同伴和自我评价中使用分析规则对英语学生写作水平的影响:一项越南语境研究

IF 2.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hoang Yen Phuong, Quoc Toan Phan, Thanh Thao Le
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引用次数: 0

摘要

摘要本研究探讨了在越南语境下,利用分析规则在同行评估(PA)和自我评估(SA)方法中提高英语作为外语(EFL)学生论文写作技能的有效性。它进一步促进了现有的关于形成性评估及其改善学生学习成果的潜力的文献。共有44名英语专业的大学生被分成两组,每组22人。一组对SA使用分析规则,而另一组对PA使用相同的工具。在测试前后对两组学生的写作成绩进行评估和比较。结果显示SA组和PA组在前测中无显著差异。然而,在后测试中,与PA组相比,SA组表现出明显优于PA组的表现,在所有评估标准上都有明显的改善。此外,这些结果表明,在SA和PA方法中使用分析规则对EFL学生的写作技能有积极的影响,特别是在内容和语言使用方面。这对教师、课程开发者和政策制定者设计和实施英语学习者形成性评估策略具有实际意义。需要进一步的研究来检验使用分析规则的长期效果,并了解其他情境因素对学生学习成果的潜在影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: a Vietnamese contextual study
Abstract This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students’ essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students’ writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes.
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来源期刊
Language Testing in Asia
Language Testing in Asia Arts and Humanities-Language and Linguistics
CiteScore
4.00
自引率
28.60%
发文量
50
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