| dc.contributor | 外文中心 | - |
| dc.creator (作者) | 黃淑真 | - |
| dc.date (日期) | 2016-07 | - |
| dc.date.accessioned | 22-Aug-2016 16:02:47 (UTC+8) | - |
| dc.date.available | 22-Aug-2016 16:02:47 (UTC+8) | - |
| dc.date.issued (上傳時間) | 22-Aug-2016 16:02:47 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/100600 | - |
| dc.description.abstract (摘要) | This study examines university learners’ self-assessment and self-feedback on performance as captured in audio files from a foreign language speaking test. The learners were guided to listen, transcribe and analyse their own speaking samples, as well as propose future actions for improvement. Content of learners’ self-feedback was scrutinised against a feedback model, with data coded into various feedback categories as stipulated in the model for analysis. Results indicated that learners’ self-feedback was far reaching and multifaceted. Through self-feedback, learners identified discrepancies, answered feed up, feedback and feed forward questions, and inspected performance at task, process, selfregulation and self levels. Much of the feedback involved reflections on past learning history, other areas of learning, deviation of performance from preparation and learner personality traits. The self-feedback went largely beyond most teachers’ feedback capacity and bore great potential for learning and instruction. In particular, contrary to theoretical presumptions, self-level feedback seemed quite enlightening. Whether the observed quality self-feedback could actually help learners improve their performance, however, was not clear. It was suggested that some teachers’ time and effort be directed to the endeavour of facilitating learners’ self-assessment and self-feedback. Learners’ self-feedback capability should also be explored further in the development of relevant pedagogies and theories. | - |
| dc.format.extent | 359514 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Assessment and Evaluation in Higher Education, Vol.41, No.6, pp.803-820 | - |
| dc.subject (關鍵詞) | self-assessment; self-feedback; foreign language speaking | - |
| dc.title (題名) | Understanding learners` self-assessment and self-feedback on their foreign language speaking performance | - |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.1080/02602938.2015.1042426 | - |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1080/02602938.2015.1042426 | - |
