| dc.contributor | 外文中心 | |
| dc.creator (作者) | 黃淑真 | |
| dc.date (日期) | 2017-04 | |
| dc.date.accessioned | 27-Jul-2026 16:08:31 (UTC+8) | - |
| dc.date.available | 27-Jul-2026 16:08:31 (UTC+8) | - |
| dc.date.issued (上傳時間) | 27-Jul-2026 16:08:31 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=183493 | - |
| dc.description.abstract (摘要) | 本計畫以「知不足然後學」為題，探討自我評量之於本地大學生英語口語學習的影響， 特別是著眼在學生自我評量的內容、經驗及學習效益，研究第一部分以形成性評量理論為依據，檢視這些自我評量的內容，第二部分以焦點團體與個人刺激回憶訪談探討學生對自我評量活動的態度，且以前後兩學期口說期末考成績與未參與自評活動的另一班對照組學生作比較，以統計分析檢驗學生自我評量對英語口語表現的影響。目前形成性評量文獻多側重在教師提供評量回饋的研究，縱有學生自評的研究，多只關心評量的準確度，沒有對學生評量內容的深入探討。近期已有不少研究指出學生須主動參與評量過程，這才是評量可對教學產生助益的關鍵，因此我們亟需深入了解學生自評的可能與效益，才能發展較全 面性的評量與學習理論。此外，目前相關研究多來自英美澳等地區的中小學或部份歐美的 高等教育，較少觸及對英語或外語學習的探討，學科特性不同使得研究所得不易被概化運用，也使得理論建構的涵蓋性不夠。因此，本計畫的重要性在於補足上述文獻不足處，以教學設計提出學生自評的可能性，並以實際資料的分析回饋到理論的批判與建構。 | |
| dc.description.abstract (摘要) | This research proposal aims to examine the content of university EFL learners’ self-assessment on English speaking ability and the effect of such self-assessment feedback on learning. A speaking program incorporated in a required College English course will prepare learners for one semester to familiarize them with extended speaking and its assessment criteria. Samples of audio files in the end-of-term speaking test will be given to learners at the beginning of the second semester. They will be guided to listen, transcribe, and analyze their own performance under a set of criteria and propose future actions. These learner self-assessment and feedback will be scrutinized against Hattie and Timperley’s (2007) feedback model. Moreover, learner attitude toward such self-assessment and feedback practice will be explored using focus group and individual stimulated recall interviews at two stages – once after self-assessment and the other at the end of the entire learning cycle. Speaking performance of learners who are engaged in self-assessment will be compared with those who are not, so as to examine the effect of self-assessment and feedback on learning. Results of a small scale pilot study indicated that learner self-assessment and feedback bore characteristics that are not predicted by current theories. Some learner self-feedback involved personal reflections on individual personalities and past learning history, which, contrary to existing understanding, was beneficial, went largely beyond the teacher’s feedback capacity, and had great potential for learning and instruction. It is believed that results from this research project could shed light on the future development of assessment and feedback theories and pedagogies. | |
| dc.format.extent | 116 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST104-2410-H004-150, 104.08-105.07 | |
| dc.title (題名) | 知不足然後學：大學生英語口語的自評與回饋 | |
| dc.title (題名) | Learning after Assessment: An Investigation of College Students＇ Self-assessment and Feedback on EFL Speaking | |
| dc.type (資料類型) | report | |
