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    Wyświetlanie 1-3 z 3
    Tytuł:
    Adolescent learner perceptions of foreign language assessment: Critical incident analysis
    Autorzy:
    Czura, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/913295.pdf
    Data publikacji:
    2018-02-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language assessment
    learner perceptions
    adolescent learners
    critical incident technique (CIT)
    Opis:
    This article reports on a study that aimed to explore adolescent learner perceptions of language assessment experiences and their beliefs about what makes a useful, valuable and highquality assessment. The data was collected by means of the critical incident technique (CIT) in which 25 lower secondary learners (aged 14–16) were asked to recall both positive and negative instances of assessment they had experienced in the course of their language education. The results reveal that the participants held generally positive views of language assessment and paid attention to such aspects of assessment as reliability, appreciation and authenticity. On the other hand, the importance of grades was prioritised over the learning value of assessment, which is characteristic of performance-oriented assessment environment
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 2; 25-39
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adolescent learners’ perceptions of assessing speaking and writing skills – critical incident analysis
    Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych
    Autorzy:
    Czura, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/443043.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language assessment
    oral assessment
    writing assessment
    learner perceptions
    adolescent learners
    critical incident technique (CIT)
    ocenianie
    ocenianie kompetencji ustnych ocenianie kompetencji pisemnych spostrzeżenia uczniów
    uczniowie nastoletni
    technika zdarzeń krytycznych
    Opis:
    Learners’ perceptions of teacher assessment practices shape a uniqueclassroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.
    Źródło:
    Neofilolog; 2019, 53/2; 281-297
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Love and enjoyment in context: Four case studies of adolescent EFL learners
    Autorzy:
    Pavelescu, Liana Maria
    Petrić, Bojana
    Powiązania:
    https://bibliotekanauki.pl/articles/780977.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adolescent learners
    EFL
    enjoyment
    love
    positive emotions
    Opis:
    This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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