The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks

Sabermoghaddam Roudsari, Sanaz; Azabdaftari, Behrooz; Seifoori, Zohreh

doi:10.22049/jalda.2024.28336.1523

Document Type : Research Article

Authors

¹ Ph.D. Candidate in TEFL, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran

² Professor in Applied Linguistics, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran

³ Associate Professor of TEFL, Science and Research Branch, Islamic Azad University, Tehran, Iran

https://doi.org/10.22049/jalda.2024.28336.1523

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’ 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.

Keywords

Main Subjects

Language Assessment and Testing

Article Title [Persian]

مداخله خودسنجی معیار-محور در توسعه صحت دستوری، منابع واژگانی و انسجام نوشتار زبان آموزان پیشرفته ایرانی: تکلیف‌های مشترک و مستقل

Authors [Persian]

ساناز صابر مقدم رودسری ¹
دکتر بهروز عزبدفتری ²
دکتر زهره سیفوری ³

¹ دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران

² استاد زبانشناسی کاربردی ، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران

³ دانشیار آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

Abstract [Persian]

یک موضوع بحث برانگیز در آموزش زبان این است که تا چه حد درگیر کردن زبان آموزان در فرآیند یادگیری ممکن است جنبه های مختلف نوشتن زبان آموزان را افزایش دهد. مطالعه حاضر با هدف بررسی تأثیر استفاده از روبریک های ارزشیابی به عنوان ابزارهای خودارزیابی بر ویژگی های نوشتاری زبان آموزان پیشرفته زبان انگلیسی انجام شد. پژوهش حاضر تأثیر تعاملی خودارزیابی مبتنی بر معیارها و نوع تکلیف را بر صحت دستوری، منابع واژگانی و انسجام بررسی کرد. شرکت‌کنندگان شامل 60 زبان‌آموز پیشرفته زبان انگلیسی بودند که در دو گروه آزمایشی (هر کدام 30 زبان‌آموز مرد و زن) توزیع شدند. ابزارها دو تکلیف نوشتاری پیش‌آزمون و پس‌آزمون بودند که بر اساس روبریک‌های IDP ارزیابی منابع واژگانی، پاسخ تکلیف، دامنه و صحت دستوری و انسجام ارزیابی شدند. برای تجزیه و تحلیل داده ها از آنکووای دو طرفه استفاده شد. یافته‌ها نشان داد که نوشتار دقیق‌تر و منسجم‌تر گروه خودارزیابی با معیارها در مقایسه با گروه معلم-ارزیابی بدون تفاوت معنادار در منابع واژگانی. علاوه بر این، یافته ها نشان داد که شرکت کنندگان در انجام وظایف مشترک به طور قابل توجهی بهتر از وظایف مستقل عمل کردند. با این حال، انواع تکلیف و ارزیابی هیچ اثر تعاملی قابل توجهی بر ویژگی‌های نوشتاری مورد نظر ندارند. یافته‌ها بر مزایای عملی خودارزیابی مبتنی بر معیارها و وظایف مشترک در ارتقای صحت دستوری و انسجام نوشتاری زبان‌آموزان پیشرفته زبان انگلیسی تأکید می‌کنند. پیامدها مورد بحث قرار خواهند گرفت.

Keywords [Persian]

صحت دستوری
خودسنجی معیار محور
انسجام
منابع واژگانی
تکلیف های مشترک و مستقل

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks

References

References

Articles in Press, Accepted Manuscript
Available Online from 31 March 2024

The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks

References

References

Articles in Press, Accepted Manuscript Available Online from 31 March 2024

Articles in Press, Accepted Manuscript
Available Online from 31 March 2024