A Case Study of a Hungarian EFL Teacher's Assessment Practices with Her Young Learners

Autor/in	Hild, Gabriella
Titel	A Case Study of a Hungarian EFL Teacher's Assessment Practices with Her Young Learners
Quelle	In: Studies in Second Language Learning and Teaching, 7 (2017) 4, S.695-714 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Case Studies; English (Second Language); Language Teachers; Teaching Methods; Second Language Instruction; Audio Equipment; Video Technology; Qualitative Research; Grade 7; Student Evaluation; Evaluation Methods; Observation; Speech Communication; Developmentally Appropriate Practices; Feedback (Response); Academic Achievement; Foreign Countries; Elementary School Teachers; Elementary School Students; Semi Structured Interviews; Hungary + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Audio-CD; Qualitative Forschung; School year 07; 7. Schuljahr; Schuljahr 07; Schulnote; Studentische Bewertung; Beobachtung; Entwicklungsbezogene Bildung; Schulleistung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ungarn
Abstract	The case study aims to provide insights into how a Hungarian EFL teacher used tests, assessed her young learners and gave feedback to them in the classroom. This qualitative, exploratory study was a follow-up to a large-scale project. In this single-case study, data were collected from an EFL teacher and five of her seventh graders on what tasks she used to assess them and how. The participants were interviewed. For the purpose of triangulation, the students were also audio- and video-recorded while doing four speaking tasks, and two classes were observed. The results revealed that for the teacher with decades of teaching experience there was room for improvement in her knowledge of age-appropriate teaching methodology and that some of her beliefs and practices reflected a lack of understanding how children develop. She had difficulty diagnosing her students' strengths and weaknesses. The learners were rarely provided with feedback on their performance and language development; therefore, they did not see how much they had progressed. Low achievers had a hard time catching up with their peers; and they lagged further behind. The teacher seemed to be more interested in what her students did not know rather than focusing on what they could do. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01