Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

Autor/inn/en	Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad
Titel	Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning
Quelle	In: Language Assessment Quarterly, 12 (2015) 4, S.409-429 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2015.1104315
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Mixed Methods Research; Feedback (Response); Student Attitudes; Student Empowerment; Diagnostic Tests; Grammar; Graduate Students; Pretests Posttests; Statistical Analysis; Questionnaires; Positive Attitudes; Independent Study; Contracts; Individualized Instruction; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerverhalten; Studienberechtigung; Diagnostic test; Diagnostischer Test; Grammatik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Fragebogen; Selbststudium; Vertrag; Individualisierender Unterricht
Abstract	Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied students' impression of the assessment procedure and their agency. After taking a diagnostic test of grammatical knowledge, participants (N = 14 graduate students) received treatment, using learning contracts, and then took a posttest. A paired t test showed a significant improvement in their grammatical knowledge (t = 7.96, df = 13, p = 0.00), the effect size being r = 0.91. The analysis of data from an open-ended questionnaire helped explain how the approach had a positive effect on learning of grammar. The results also indicated that the students had favorable attitudes toward contract learning, mentioning that it had a beneficial impact on their studying behavior. The article concludes with a discussion on the validity considerations of using contract learning in an assessment for learning context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01