Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students
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1 décembre 2021
- handle: 10670/1.v6jja1
Ce document est lié à :
10.15446/profile.v23n2.88928
info:eu-repo/semantics/openAccess
Mots-clés
English as a foreign language formative assessment higher education podcasts self-directed learning spoken comprehensibilitySujets proches
Personal identity Assessment EFL (English as a foreign language) ESL (English to speakers of other languages) English language--Text-books for foreign speakers English language--Text-books for foreigners TESL (English to speakers of other languages) English to speakers of other languages ESOL (English to speakers of other languages) English as a foreign language English as a second language Teaching English as a second language TESL (Language study) EFL (Language study) TEFL (Language study) English to speakers of other languages English language--Study and teaching--Foreign students English as a foreign language ESL (Language study) English as a second language ESOL (Language study) Assessment, Tax Assessment Property tax--Assessment Real property tax--Assessment Assessed valuationCiter ce document
Albedro Cadena-Aguilar et al., « Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students », Profile Issues in Teachers' Professional Development, ID : 10670/1.v6jja1
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Résumé
This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.