Impacts of Self-Assessment on Students’ Self-Regulated Learning and Satisfaction at a University Foreign Language Pedagogy Course

• 영문명: Impacts of Self-Assessment on Students’ Self-Regulated Learning and Satisfaction at a University Foreign Language Pedagogy Course
• 발행기관: 한국외국어교육학회
• 저자명: Kyong-Hyon Pyo
• 간행물 정보: 『Foreign Languages Education』Vol.30 No.4, 1~24쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.12.31

영문 초록

The study is aimed at exploring impacts of self-assessment on students’ self-regulated learning and satisfaction at a university setting. Twenty-one students taking a foreign language pedagogy course participated in the study. Weekly self-assessment was assigned for 8 weeks to see if it improved students’ self-regulated learning. Student questionnaire was collected twice on the 7th and the 15th week; in addition, in-depth interviews were conducted to gather students’ perceptions of self-assessment in terms of its benefits and drawbacks. Findings based on quantitative and qualitative analysis are as follows. Firstly, significant positive impacts of self-assessment were found in all three domains of self-regulated learning: cognitive, motivational, and behavioral. Secondly, students found self-assessment overall satisfactory and useful in their studies. In-depth interviews further revealed that self-assessment helped to regulate their study behaviors effectively, which, in turn, led to a better understanding of the subject matter and greater participation in class activities. At the same time, however, some students expressed some burden as a drawback of self-assessment. Pedagogical implications and research suggestions for future study were discussed.

목차

Ⅰ. Introduction

Ⅱ. Theoretical Background

Ⅲ. Research Method

Ⅳ. Research Findings and Discussions

Ⅴ. Conclusion

References

키워드

자기평가 자기조절학습 만족도 외국어교과교육수업 self-assessment self-regulated learning satisfaction foreign language pedagogy course