English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 71578/104447 (69%)
造訪人次 : 19169463      線上人數 : 614
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/100600

    題名: Understanding learners' self-assessment and self-feedback on their foreign language speaking performance
    作者: 黃淑真
    貢獻者: 外文中心
    關鍵詞: self-assessment;self-feedback;foreign language speaking
    日期: 2016-07
    上傳時間: 2016-08-22 16:02:47 (UTC+8)
    摘要: This study examines university learners’ self-assessment and self-feedback on
    performance as captured in audio files from a foreign language speaking test. The
    learners were guided to listen, transcribe and analyse their own speaking samples,
    as well as propose future actions for improvement. Content of learners’
    self-feedback was scrutinised against a feedback model, with data coded into
    various feedback categories as stipulated in the model for analysis. Results
    indicated that learners’ self-feedback was far reaching and multifaceted. Through
    self-feedback, learners identified discrepancies, answered feed up, feedback and
    feed forward questions, and inspected performance at task, process, selfregulation
    and self levels. Much of the feedback involved reflections on past
    learning history, other areas of learning, deviation of performance from preparation
    and learner personality traits. The self-feedback went largely beyond most
    teachers’ feedback capacity and bore great potential for learning and instruction.
    In particular, contrary to theoretical presumptions, self-level feedback seemed
    quite enlightening. Whether the observed quality self-feedback could actually
    help learners improve their performance, however, was not clear. It was suggested
    that some teachers’ time and effort be directed to the endeavour of facilitating
    learners’ self-assessment and self-feedback. Learners’ self-feedback capability
    should also be explored further in the development of relevant pedagogies and
    關聯: Assessment and Evaluation in Higher Education, Vol.41, No.6, pp.803-820
    資料類型: article
    DOI: http://dx.doi.org/10.1080/02602938.2015.1042426
    顯示於類別:[外文中心] 期刊論文


    檔案 描述 大小格式瀏覽次數
    407749.pdf351KbAdobe PDF294檢視/開啟


    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋