Effects of Rubric-Referenced Self-Assessment Training on Korean High School Students' English Writing

Autor/in	Kim, Jinsook
Titel	Effects of Rubric-Referenced Self-Assessment Training on Korean High School Students' English Writing
Quelle	In: English Teaching, 74 (2019) 3, S.79-111 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	High School Students; Self Evaluation (Individuals); Scoring Rubrics; Foreign Countries; Writing Evaluation; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Writing (Composition); Writing Instruction; Scores; Comparative Analysis; Essays; Student Attitudes; Learning Strategies; Metacognition; Revision (Written Composition); South Korea + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Scoring formulas; Auswertungsbogen; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Schreibunterricht; Essay; Aufsatzunterricht; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrektur; Korea; Republik
Abstract	The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher's instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students' writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students' learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01