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Abstract
This paper reports upon an action research project to incorporate formative assessment into two intermediate level English oral communication classes for second year students at a university in Japan. Recorded speaking tasks were incorporated into the class at regular intervals throughout the semester. These tasks were closely based on the class and textbook content. After completing each task students re-listened to their submissions and completed a self-assessment report. Then, the teacher would listen to all submissions and provide a detailed feedback form identifying errors and giving personalised feedback. At the end of the semester, students completed a questionnaire designed to measure their reactions to and perceptions of learning outcomes of this assessment style. Overall, the students reported that doing the challenging speaking tasks, analysing their own language production, and receiving personalised feedback was a valuable learning experience. The results suggest that formative assessment is a valid tool for language teachers who want their assessment tasks to not merely provide justification for a final grade but also to motivate students and enhance learning outcomes.
Journal
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- Journal of Humanities Research,St.Andrew's University
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Journal of Humanities Research,St.Andrew's University (12), 41-78, 2020-02-27
桃山学院大学総合研究所
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Keywords
Details 詳細情報について
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- CRID
- 1050283688739112448
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- NII Article ID
- 120006810835
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- NII Book ID
- AA12704345
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- ISSN
- 21889031
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- NDL BIB ID
- 030312897
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- Text Lang
- en
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- Article Type
- departmental bulletin paper
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- Data Source
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- IRDB
- NDL
- CiNii Articles