학술논문
College Students’ Perceptions of Peer Assessment in Group Oral Presentations
이용수 58
- 영문명
- 발행기관
- 한국영어교과교육학회
- 저자명
- 김미숙(Misook Kim)
- 간행물 정보
- 『영어교과교육』영어교과교육 19권 3호, 57~76쪽, 전체 20쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2020.08.31
5,200원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
The purpose of the present study is to examine the perceptions of Korean university students on peer assessment in group oral presentations and investigate the correlation between students’ perceptions and their final course grade and between students’ perceptions and each student’s year in college. A total of 27 students, who enrolled in an English language course participated in the study. They were required to give a group oral presentation and also were asked to assess the group presentations given by their peers using a rubric. Then they completed a questionnaire. In order to analyze the data, a t-test and correlation were performed. Findings revealed that students who had their pre-university education through the medium of English were more favorable to peer assessment activity, indicating students should get awarded a different score based on their performance in a group presentation. However, the students who had all their previous education by the medium of Korean preferred that all members in a group should get awarded the same mark, and they found peer assessment challenging. In addition, the correlation between the perceptions of students and their final grades showed a weak relationship in general. Also, the correlation between the perceptions of students and their year in college was also weakly correlated. Despite the different views of the two groups, they preferred peer assessment to teacher assessment only in group oral presentations.
목차
I. INTRODUCTION
II. LITERATURE REVIEW
III. METHOD
IV. RESULTS AND DISCUSSION
V. CONCLUSION AND IMPLICATIONS
REFERENCES
해당간행물 수록 논문
- Process of Korean Students’ Pragmatic Development in English during Explicit Metapragmatic Instruction: Focus on Request Emails
- Pragmatic Comprehension of Conversational Implicature in L2 English: Effect of Instruction
- Investigating Pre-service Teachers’ Teaching Motivation in Korean EFL Context
- Using Eye-tracking in L2 Research: Friend or Foe?
- Getting into Interface of Text and Context Through English Literacy Coin
- College Students’ Perceptions of Peer Assessment in Group Oral Presentations
- Effectiveness of Group Cognitive Mapping as a Post-reading Strategy in Korean High School English Classes
- A Computer-based Perceptual Training of Korean L2 Speakers: Focusing on Speech-in-Noise Recognition Abilities
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