A Case Study of Self-regulated Learning through Evaluations and Feedback Based on a Rubric in English Writing Instruction

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Bibliographic Information

Other Title
  • 英作文指導におけるルーブリックを用いた評価と フィードバックがもたらす学習調整の考察

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Description

Education, Culture, Sports, Science and Technology (MEXT), evaluations and feedback are thought to play an important role to promote learners’ self-regulated learning. Rubrics can show them the levels of expected achievement in their performance; thus, it is plausible that rubrics can encourage them to look back on their learning in the past, notice points needing improvement, and continue learning autonomously. In this practice report, evaluations and feedback based on a rubric were given to Japanese high school English learners who worked on picture description using writing. Its effects on their motivation to learn, quality of their performance, and their learning methods were then validated. As a result of this practice report, short-term utilization ofrubrics in evaluations and feedback had less significant improvements on the learners’ motivation,performance, and learning strategy. Therefore, as a previous study shows, it is necessary to urgelearners’ metacognition in daily instructions.

Journal

  • KATE Journal

    KATE Journal 36 (0), 127-140, 2022

    Kantokoshinetsu Association of Teachers of English

Keywords

Details 詳細情報について

  • CRID
    1390297305329455744
  • DOI
    10.20806/katejournal.36.0_127
  • ISSN
    24327409
    21858993
  • Text Lang
    en
  • Data Source
    • JaLC
  • Abstract License Flag
    Disallowed

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