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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/100600


    Title: Understanding learners` self-assessment and self-feedback on their foreign language speaking performance
    Authors: 黃淑真
    Contributors: 外文中心
    Keywords: self-assessment;self-feedback;foreign language speaking
    Date: 2016-07
    Issue Date: 2016-08-22 16:02:47 (UTC+8)
    Abstract: This study examines university learners’ self-assessment and self-feedback on
    performance as captured in audio files from a foreign language speaking test. The
    learners were guided to listen, transcribe and analyse their own speaking samples,
    as well as propose future actions for improvement. Content of learners’
    self-feedback was scrutinised against a feedback model, with data coded into
    various feedback categories as stipulated in the model for analysis. Results
    indicated that learners’ self-feedback was far reaching and multifaceted. Through
    self-feedback, learners identified discrepancies, answered feed up, feedback and
    feed forward questions, and inspected performance at task, process, selfregulation
    and self levels. Much of the feedback involved reflections on past
    learning history, other areas of learning, deviation of performance from preparation
    and learner personality traits. The self-feedback went largely beyond most
    teachers’ feedback capacity and bore great potential for learning and instruction.
    In particular, contrary to theoretical presumptions, self-level feedback seemed
    quite enlightening. Whether the observed quality self-feedback could actually
    help learners improve their performance, however, was not clear. It was suggested
    that some teachers’ time and effort be directed to the endeavour of facilitating
    learners’ self-assessment and self-feedback. Learners’ self-feedback capability
    should also be explored further in the development of relevant pedagogies and
    theories.
    Relation: Assessment and Evaluation in Higher Education, Vol.41, No.6, pp.803-820
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1080/02602938.2015.1042426
    DOI: 10.1080/02602938.2015.1042426
    Appears in Collections:[外文中心] 期刊論文

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