2026-03-07T00:30:38Z https://h-bunkyo.repo.nii.ac.jp/oai

oai:h-bunkyo.repo.nii.ac.jp:00001137 2024-12-26T04:38:24Z 50:308:310

Utilizing Pre- and Post-assessments in an EFL Classroom I: Effects of Grammar/Vocabulary Assessments on Student Confidence and Motivation Rose, Kelly ローズ, ケリー Rose, Kelly Nevitt, Craig Anthony ネヴィット, クレィグ・アンソニー Nevitt, Craig Anthony 370 EFL grammar vocabulary application/pdf 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. departmental bulletin paper 広島文教女子大学 2017-12-25 VoR application/pdf 広島文教女子大学紀要 52 15 32 Bulletin of Hiroshima Bunkyo Women's University AN10402507 0919181X https://h-bunkyo.repo.nii.ac.jp/record/1137/files/kenkyukiyo52(Rose).pdf https://doi.org/10.51095/kiyo.52.02 https://h-bunkyo.repo.nii.ac.jp/records/1137 eng