1. Applied Linguistics (Language Teaching and Learning)
Sanaz Sabermoghaddam Roudsari; Behrooz Azabdaftari; Zohreh Seifoori
Abstract
A controversial issue in language teaching is the extent to which engaging learners in the learning process may enhance various aspects of learners’ writing. The current study set out to examine the impact of employing evaluation rubrics as self-assessment devices on advanced EFL learners’ ...
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A controversial issue in language teaching is the extent to which engaging learners in the learning process may enhance various aspects of learners’ writing. The current study set out to examine the impact of employing evaluation rubrics as self-assessment devices on advanced EFL learners’ writing features. The current study probed the interactive effect of criteria-referenced self-assessment and task type on the accuracy, lexical resources, and coherence. The participants included 60 advanced EFL learners distributed into two experimental groups (30 male and female learners each). The instruments were two writing tasks as pre-test and post-test, assessed based on IDP rubrics evaluating lexical resources, task response, grammatical range and accuracy, and cohesion and coherence. Two-way ANCOVA was administered to analyze the data. The findings revealed significantly more accurate and coherent writing of the criteria-referenced self-assessment group compared to the teacher-assessment group with no significant difference in lexical resources. Moreover, the findings indicated that the participants performed significantly better on shared tasks compared to independent tasks. However, task and assessment types were found to have no significant interactive effect on the writing features in question. The findings emphasize the practical benefits of criteria-referenced self-assessment and shared tasks in promoting Iranian advanced EFL learners’ writing accuracy and coherence. The implications will be discussed.
behrooz azabdaftari; Davoud Amini
Abstract
Behrooz Azabdaftari is Professor Emeritus of Applied Linguistics at University of Tabriz. Born in 1938 in Tabriz, Iran, he received his BA in Language Education from Tehran Higher Education Institute in 1963 and his MA in English from University of Beirut in 1970. He was granted a Ph.D. in Applied Linguistics ...
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Behrooz Azabdaftari is Professor Emeritus of Applied Linguistics at University of Tabriz. Born in 1938 in Tabriz, Iran, he received his BA in Language Education from Tehran Higher Education Institute in 1963 and his MA in English from University of Beirut in 1970. He was granted a Ph.D. in Applied Linguistics by the University of Illinois, USA in 1980. During nearly 50 years of academic work, professor Azabdaftari has taught graduate courses at University of Tabriz, Azarbaijan Shahid Madani University and Islamic Azad University. With an interdisciplinary approach to language studies, Dr. Azabdaftari has regularly published on the cross lines of Applied Linguistics, Translation and Literature. By translating a few key works on Vygotsky’s thought, he has had a significant role in introducing Sociocultural Theory to Iranian community of language teaching researchers. He has also translated selected poetry from well-known Persian contemporary poets, including an excellent translation of Shahraiar’s masterpiece of “Hayder Babaya Selam”. He has joined an interview with Davoud Amini.
