Promoting Self-assessment Strategies: An Electronic Portfolio Approach
Title
Promoting Self-assessment Strategies: An Electronic Portfolio Approach
Promoting Self-assessment Strategies: An Electronic Portfolio Approach
Keywords: Self-assessment, Electronic Portfolio, Alternative Assessment, Language Learning Strategies
Authors
Shao-Ting Hung
National Kaohsiung First University of Science and Technology, Taiwan
Shao-Ting Hung
National Kaohsiung First University of Science and Technology, Taiwan
Bio Data
Shao-Ting Hung received his Ph.D. in Language Education from Indiana University, Bloomington, U.S.A. He is currently an assistant professor at National Kaohsiung First University of Science and Technology, Taiwan and also an adjunct instructor at Indiana University. His research interests lie in Language Assessment, Computer-assisted Language Learning, and L2 Writing Pedagogy.
Abstract
Creating electronic portfolios is proposed as an effective means to facilitate language learning and writing in particular because it enables learners to monitor their own writing process and to put into practice a multitude of writing strategies. Among the strategies practiced, self-assessment, a key learning strategy for autonomous language learning, is the less explored one. As such, this study set out to investigate how self-assessment was utilized by two English as a Foreign Language (EFL) learners when they were writing in their electronic portfolios. The data were collected by virtue of the following instruments: a) semi-structured interviews, b) an open-ended questionnaire, c) a self-assessment checklist, d) learners journals and e) essays. The collected data were coded into three categories—the learners general English learning background, the learners writing strategies, and the learners self-assessment practices. The findings suggested that both EFL learners employed an array of writing strategies—cognitive strategy, memory strategy and metacognitive self-assessment strategy—to approach specific writing tasks. The results also revealed that compiling electronic portfolios promoted learners self-assessment practice and thus encouraged self-directed language learning. However, the concern about the extent to which learners could be involved in grading process was raised due to unfamiliarity and traditional EFL teacher-student power relationship.
Creating electronic portfolios is proposed as an effective means to facilitate language learning and writing in particular because it enables learners to monitor their own writing process and to put into practice a multitude of writing strategies. Among the strategies practiced, self-assessment, a key learning strategy for autonomous language learning, is the less explored one. As such, this study set out to investigate how self-assessment was utilized by two English as a Foreign Language (EFL) learners when they were writing in their electronic portfolios. The data were collected by virtue of the following instruments: a) semi-structured interviews, b) an open-ended questionnaire, c) a self-assessment checklist, d) learners journals and e) essays. The collected data were coded into three categories—the learners general English learning background, the learners writing strategies, and the learners self-assessment practices. The findings suggested that both EFL learners employed an array of writing strategies—cognitive strategy, memory strategy and metacognitive self-assessment strategy—to approach specific writing tasks. The results also revealed that compiling electronic portfolios promoted learners self-assessment practice and thus encouraged self-directed language learning. However, the concern about the extent to which learners could be involved in grading process was raised due to unfamiliarity and traditional EFL teacher-student power relationship.
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See pages 129- 146
[/private]Category: Main Editions, Volume 11 Issue 2
