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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.1
- 수록면
- 783 - 800 (18page)
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The use of classroom assessment as a means of promoting student learning is strongly supported by current international educational research and policy. The purpose of this study was to examine what classroom assessment practices secondary English as a foreign language (EFL) students experience, and how such assessment experience may cater for their English learning motivation. To capture students‟ classroom assessment experiences, a questionnaire was developed based on constructs related to classroom assessment in the literature. Students‟ learning motivation in the EFL course was then measured by the Student Learning Motivation Questionnaire adapted from Guilloteaux and Dörnyei (2008). The results showed that although teacher-controlled performance-oriented assessment was most used in the EFL classroom, teacher-student interactive-informal assessment and student self-assessment emerged as best predictors of students‟ intrinsic motivation and positive attitudes toward the EFL course. The study thus revealed that not all types of classroom assessment practice were equally motivational. Implications of the results for creating a more meaningful learning-oriented assessment environment in the EFL classroom are discussed.
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참고문헌 (50)
참고문헌 신청
Ahearn, L. / 2001 / Language and agency / Annual Review of Anthropology 30:109~137
Ahn, T. Y. / 2016 / Learner agency and the use of affordances in language-exchange interactions / Language and Intercultural Communication 16(2):164~181
Basharina, O. / 2009 / Student agency and language-learning processes and outcomes in international online environments / CALICO Journal 26:390~412
Benson, P. / 2011 / Teaching and researching autonomy / Pearson Education
Carless, D. / 2004 / Issues in teachers’ reinterpretation of a task-based innovation in primary schools / TESOL Quarterly 38(4):639~662
Ahn, T. Y. / 2016 / Learner agency and the use of affordances in language-exchange interactions / Language and Intercultural Communication 16(2):164~181
Basharina, O. / 2009 / Student agency and language-learning processes and outcomes in international online environments / CALICO Journal 26:390~412
Benson, P. / 2011 / Teaching and researching autonomy / Pearson Education
Carless, D. / 2004 / Issues in teachers’ reinterpretation of a task-based innovation in primary schools / TESOL Quarterly 38(4):639~662
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