Alternative Assessments and EFL Learner Autonomy
Alternative assessments have evolved from an epistemological change in education. They see assessment and instruction as two sides on the same coin which go hand in hand. The traditional roles of both teachers and learners are, consequently, modified which is essential for better language developmen...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Sistan and Baluchestan
2017-10-01
|
| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_4226_a05805b23be189d2672ae7bf34700c0b.pdf |
| _version_ | 1797904116390821888 |
|---|---|
| author | Nava Nourdad |
| author_facet | Nava Nourdad |
| author_sort | Nava Nourdad |
| collection | DOAJ |
| description | Alternative assessments have evolved from an epistemological change in education. They see assessment and instruction as two sides on the same coin which go hand in hand. The traditional roles of both teachers and learners are, consequently, modified which is essential for better language development. In this line, the present study aimed at comparing the effects of portfolio and journal writing assessment on EFL learners’ autonomy. The study followed a quasi-experimental design with two study groups having a pre-test, treatment, post-test format. To this end, 39 EFL learners whose scores on PET test were one standard deviation above and below the mean were selected for the groups which were then randomly assigned for two treatment types, namely portfolio assessment (PA) and journal writing assessment (JWA). The groups’ autonomy levels were compared by one-way ANCOVA, the results of which did not reveal any significant difference in the positive effects of these two common alternative assessments. It was inferred that language teachers can take the advantage of any or both of these alternative assessment types to improve their learners’ autonomy and make them lifelong language learners. The great role of autonomy in language learning and further pedagogical implications for the findings for language learners, teachers, and curriculum developers are discussed in the paper. |
| first_indexed | 2024-04-10T09:43:42Z |
| format | Article |
| id | doaj.art-e1ca1f9b091745b9b5c6014033b22c2d |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:43:42Z |
| publishDate | 2017-10-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-e1ca1f9b091745b9b5c6014033b22c2d2023-02-17T06:08:35ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502017-10-019Proceedings of the First International Conference on Language Focus11112410.22111/ijals.2017.42264226Alternative Assessments and EFL Learner AutonomyNava Nourdad0University of TabrizAlternative assessments have evolved from an epistemological change in education. They see assessment and instruction as two sides on the same coin which go hand in hand. The traditional roles of both teachers and learners are, consequently, modified which is essential for better language development. In this line, the present study aimed at comparing the effects of portfolio and journal writing assessment on EFL learners’ autonomy. The study followed a quasi-experimental design with two study groups having a pre-test, treatment, post-test format. To this end, 39 EFL learners whose scores on PET test were one standard deviation above and below the mean were selected for the groups which were then randomly assigned for two treatment types, namely portfolio assessment (PA) and journal writing assessment (JWA). The groups’ autonomy levels were compared by one-way ANCOVA, the results of which did not reveal any significant difference in the positive effects of these two common alternative assessments. It was inferred that language teachers can take the advantage of any or both of these alternative assessment types to improve their learners’ autonomy and make them lifelong language learners. The great role of autonomy in language learning and further pedagogical implications for the findings for language learners, teachers, and curriculum developers are discussed in the paper.https://ijals.usb.ac.ir/article_4226_a05805b23be189d2672ae7bf34700c0b.pdflearner autonomyalternative assessmentportfolio assessmentjournal assessment |
| spellingShingle | Nava Nourdad Alternative Assessments and EFL Learner Autonomy Iranian Journal of Applied Language Studies learner autonomy alternative assessment portfolio assessment journal assessment |
| title | Alternative Assessments and EFL Learner Autonomy |
| title_full | Alternative Assessments and EFL Learner Autonomy |
| title_fullStr | Alternative Assessments and EFL Learner Autonomy |
| title_full_unstemmed | Alternative Assessments and EFL Learner Autonomy |
| title_short | Alternative Assessments and EFL Learner Autonomy |
| title_sort | alternative assessments and efl learner autonomy |
| topic | learner autonomy alternative assessment portfolio assessment journal assessment |
| url | https://ijals.usb.ac.ir/article_4226_a05805b23be189d2672ae7bf34700c0b.pdf |
| work_keys_str_mv | AT navanourdad alternativeassessmentsandefllearnerautonomy |