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Self-Assessment to Improve Learners’ English Discussion Skills

Page No.: 
607
Writer(s): 
Katsuya Yokomoto, Rikkyo University

 

In this study, an investigation into how self-assessment might help Japanese university students in a freshman English Discussion Class learn discussion skills was conducted. In each lesson, the students used a self-check sheet after each of two discussions to self-assess how well they used the discussion skills they had studied. After reflecting on their own performance in the first self-check, the students chose the criteria they wished to focus on in the second discussion. For the quantitative analysis of the effects of the self-assessment, the students’ performance scores given by the instructor on the two discussions were compared. The results showed that the scores of the chosen criteria improved significantly more than those of the criteria they had not chosen. In addition, 10 students were randomly selected for interviews, and in the interview, they reported that the self-check had helped them understand the lesson objectives better and remember the skills for discussion. On this basis, the conclusion arrived at in this study is that self-assessment can help students to learn discussion skills.
 
本研究では、大学一年生必修科目である英語ディスカッションクラスにおいて、自己評価がどのようにディスカッションスキルの学習に役立つかを考察した。各授業で、ディスカッションを2回行い、それぞれの後に、学生が自己評価表を使って、学習したディスカッションスキルが上手く使えたかを自己評価した。1度目の自己評価の後、向上したい項目を自己評価表の中から学生自身が選んだ。自己評価の効果の量的分析のため、2回のディスカッションの指導者の評価を比較した。その結果、学生が1度目の自己評価の後に選んだ項目における向上がその他の項目における向上を有意義なレベルで上回った。さらに、無作為に選ばれた学生10人と面接を行った。その中で共通した回答は、自己評価表のお陰で学習目標がより明らかになり、ディスカッションスキルを覚えるのに役立つというものだった。したがって、自己評価は学生のディスカッションスキルの学習に役立つと言える。
 
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