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Understanding Classroom Assessment Practices and Learning Motivation in Secondary EFL Students
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.16 No.3 (2019.09)바로가기
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- 페이지
- pp.783-800
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A363091
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5,200원
원문정보
초록
- 영어
- The use of classroom assessment as a means of promoting student learning is strongly supported by current international educational research and policy. The purpose of this study was to examine what classroom assessment practices secondary English as a foreign language (EFL) students experience, and how such assessment experience may cater for their English learning motivation. To capture students‟ classroom assessment experiences, a questionnaire was developed based on constructs related to classroom assessment in the literature. Students‟ learning motivation in the EFL course was then measured by the Student Learning Motivation Questionnaire adapted from Guilloteaux and Dörnyei (2008). The results showed that although teacher-controlled performance-oriented assessment was most used in the EFL classroom, teacher-student interactive-informal assessment and student self-assessment emerged as best predictors of students‟ intrinsic motivation and positive attitudes toward the EFL course. The study thus revealed that not all types of classroom assessment practice were equally motivational. Implications of the results for creating a more meaningful learning-oriented assessment environment in the EFL classroom are discussed.
목차
Abstract
Introduction
Literature Review
Theorizing Classroom Assessment
Research on Classroom Assessment Practices
Classroom Assessment Practices and Students’ Learning Motivation
Method
Participants
Instruments
Data Analysis
Results
Classroom Assessment Practices Secondary EFL Students Experienced
Secondary EFL Students’ Learning Motivation in the EFL Course
Effects of School Type on Classroom Assessment Practices and Student Learning Motivation
Relationships between Classroom Assessment Practices and Student Learning Motivation
Discussion
Conclusion and Implications
The Authors
References
키워드
classroom assessment practices English learning motivation English as a foreign language formative assessment secondary EFL students저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.16 No.3
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