The Longitudinal Development of Self-Assessment and Academic Writing: An Advanced Writing Programme

Autor/inn/en	Wind, Attila M.; Zólyomi, Anna
Titel	The Longitudinal Development of Self-Assessment and Academic Writing: An Advanced Writing Programme
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.185-207 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wind, Attila M.) ORCID (Zólyomi, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2046
Schlagwörter	Self Evaluation (Individuals); Writing Skills; Second Language Learning; Second Language Instruction; Advanced Courses; College Second Language Programs; Foreign Countries; English (Second Language); Essays; Persuasive Discourse; Writing Evaluation; Scoring; Comparative Analysis; Accuracy; Writing Instruction; Teaching Methods; English for Academic Purposes; College Students; Hungary + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Fortgeschrittenenunterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Bewertung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Ungarn
Abstract	Although several studies have investigated the self-assessment (SA) of writing skills, most research has adopted a cross-sectional research design. Consequently, our knowledge about the longitudinal development of SA is limited. This study investigated whether SA instruction leads to improvement in SA accuracy and in second language (L2) writing. A total of 33 English as a foreign language (EFL) students composed and self-assessed two argumentative essays, one at the beginning (Time 1) and one at the end (Time 2) of a semester-long advanced writing (AW) programme at a Hungarian university. About half of the participants received SA instruction (experimental group), while the other half did not (control group). The essays were scored by two teachers and analysed for linguistic complexity. The results showed improvements in SA accuracy in both groups. However, the SA-teacher assessment (TA) correlation for the total score was statistically significant only in the experimental group at Time 2 (post-instructional phase). Furthermore, the TA total scores and a few linguistic complexity indices showed improvements in L2 writing in both groups. The pedagogical implications of these findings emphasising the importance of SA in EFL writing courses are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01