Utilizing pre- and post-assessments in an EFL classroom I : effects of grammar/vocabulary assessments on student confidence and motivation

URI http://harp.lib.hiroshima-u.ac.jp/h-bunkyo/metadata/12395
File
Title
Utilizing pre- and post-assessments in an EFL classroom I : effects of grammar/vocabulary assessments on student confidence and motivation
Title Alternative
外国語としての英語[EFL]授業における事前評価テストと事後評価テストの利用Ⅰ : 学生の自信と意欲に及ぼす文法・単語評価の影響
Author
氏名 Rose Kelly
ヨミ
別名
氏名 Nevitt Craig Anthony
ヨミ
別名
Subject
EFL
grammar
vocabulary
NDC
370
Abstract

During the spring semester, an action research study examining background student knowledge of specific grammar and vocabulary points using pre- and post-assessments was conducted by the authors/instructors (herein authors). Initially the aim of these assessments was formative; to inform the authors of students' background knowledge, allowing them to modify teaching plans. However, the focus was shifted away from formative towards student self assessment and reflection, allowing students to self-diagnose and evaluate their future learning needs, with the goal of positively influencing confidence and motivation. This paper will focus on primarily the modified portion of the study-covering a literature review, the assessment methodology and outcomes, and future modifications to be taken in the following semester. The results for this limited study of only 20 students reveals that there does seem to be a correlation between the self-awareness that students gain from pre- and post-assessments and their confidence and motivation. The authors are inclined to believe that providing informal, non-scored assessments may have a positive effect on student’s motivation both inside and outside the classroom.

Journal Title
広島文教女子大学紀要
Volume
52
Spage
15
Epage
32
Published Date
2017-12-25
Publisher
広島文教女子大学
ISSN
0919181X
NCID
AN10402507
Language
eng
NIIType
Departmental Bulletin Paper
Text Version
Sort Key
02
Set
h-bunkyo