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Utilizing Pre- and Post-assessments in an EFL Classroom I: Effects of Grammar/Vocabulary Assessments on Student Confidence and Motivation
https://doi.org/10.51095/kiyo.52.02
https://doi.org/10.51095/kiyo.52.0226d78e25-d714-4c6d-82c8-7077b11311a1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kenkyukiyo52(Rose).pdf (1.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||||||
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| 公開日 | 2023-02-03 | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | Utilizing Pre- and Post-assessments in an EFL Classroom I: Effects of Grammar/Vocabulary Assessments on Student Confidence and Motivation | |||||||||||||||||
| 言語 | en | |||||||||||||||||
| 言語 | ||||||||||||||||||
| 言語 | eng | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 言語 | en | |||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | EFL | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 言語 | en | |||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | grammar | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 言語 | en | |||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | vocabulary | |||||||||||||||||
| 資源タイプ | ||||||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||||||
| ID登録 | ||||||||||||||||||
| ID登録 | 10.51095/kiyo.52.02 | |||||||||||||||||
| ID登録タイプ | JaLC | |||||||||||||||||
| 著者 |
Rose, Kelly
× Rose, Kelly
× Nevitt, Craig Anthony
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| 抄録 | ||||||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||||||
| 内容記述 | 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. | |||||||||||||||||
| 言語 | en | |||||||||||||||||
| bibliographic_information |
ja : 広島文教女子大学紀要 en : Bulletin of Hiroshima Bunkyo Women's University 巻 52, p. 15-32, 発行日 2017-12-25 |
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| 出版者 | ||||||||||||||||||
| 出版者 | 広島文教女子大学 | |||||||||||||||||
| 言語 | ja | |||||||||||||||||
| item_10002_source_id_9 | ||||||||||||||||||
| 収録物識別子タイプ | PISSN | |||||||||||||||||
| 収録物識別子 | 0919181X | |||||||||||||||||
| item_10002_source_id_11 | ||||||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||||||
| 収録物識別子 | AN10402507 | |||||||||||||||||
| フォーマット | ||||||||||||||||||
| 内容記述タイプ | Other | |||||||||||||||||
| 内容記述 | application/pdf | |||||||||||||||||
| 出版タイプ | ||||||||||||||||||
| 出版タイプ | VoR | |||||||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||||||
| 日本十進分類法 | ||||||||||||||||||
| 主題Scheme | NDC | |||||||||||||||||
| 主題 | 370 | |||||||||||||||||
