Effects of self-assessment and teacher feedback on undergraduate students’ argumentative writing performance and self-regulated learning
Lack of English writing skills is still an issue among Malaysian undergraduate students despite having learnt English for about 11 years before students enter universities. In universities, different genres of English writing are taught to further develop them to become competent writers. However...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 語言: | English |
| 出版: |
2020
|
| 主題: | |
| 在線閱讀: | http://psasir.upm.edu.my/id/eprint/85434/1/FBMK%202020%2032%20ir.pdf |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | Lack of English writing skills is still an issue among Malaysian undergraduate
students despite having learnt English for about 11 years before students enter
universities. In universities, different genres of English writing are taught to further
develop them to become competent writers. However, till today, students’ poor
English writing skills is still one of the biggest concerns in the Malaysian education
system due to their lack of active learning. In the current research context,
teachers are committed to ensuring that students are aware of their writing
proficiency level, and the kind of errors they make in their writing. This explains
why direct teacher feedback is the feedback strategy practiced over the years in
institutions. However, this form of feedback has caused students to be very
dependent on teachers. Self-assessment is a supplementary strategy that
ensures students ‘have more control of their learning with sufficient support from
the teacher. This study investigated the effects of self-assessment and indirect
teacher feedback on argumentative writing performance and self-regulated
learning (SRL).
A quasi-experimental design with an embedded experimental model was used in
this research, as this study collected both quantitative and qualitative data. The
quantitative data were obtained through the Self-Regulation Strategy Inventory
Self-Report (SRSI-SR) developed by Cleary (2006), and argumentative writing
tests. The qualitative data were derived from SRL microanalytic interviews, and
learner diary entries. An independent sample t-test and Analysis of Variance were
used for the quantitative analysis. For qualitative data, thematic analysis based on
the Cyclical Model of Self-Regulated Learning (Zimmerman, 2000) was employed. The results revealed that both indirect teacher feedback, and the use of self assessment
checklists improved overall argumentative writing performance.
However, self-assessment improved writing performance more than teacher
feedback in terms of content, overall effectiveness, and organisation. In terms of
SRL behaviour, both self-assessment and teacher feedback helped learners
become more self-regulated. Nevertheless, teacher feedback did not reduce
maladaptive behaviours in the learners as much as self-assessment. The
comparison of the quantitative and qualitative analyses supported the conclusion
that self-assessment leads to significant development in self-regulated learning.
The conclusions of the study suggest that self-assessment is an effective
instructional practice that not only promotes writing performance, but also self regulated
learning in terms of goal setting, strategy planning, strategy use,
attribution and adaptive inference. It also suggests that self-assessment be the
main instructional practice, not just as an alternative, both now and in the future. |
|---|