Literaturnachweis - Detailanzeige
Autor/inn/en | Wong, Kevin M.; Mak, Pauline |
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Titel | Self-Assessment in the Primary L2 Writing Classroom |
Quelle | In: Canadian Modern Language Review, 75 (2019) 2, S.183-196 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0008-4506 |
Schlagwörter | Self Evaluation (Individuals); Writing Instruction; Second Language Instruction; Self Management; Metacognition; Writing Teachers; Elementary School Students; Writing Processes; Scaffolding (Teaching Technique); Correlation; Personal Autonomy; Writing Evaluation; Learning Processes |
Abstract | Self-assessments are instructional tools with the potential to enhance self-regulatory and language-learning processes in students in the writing classroom. Although widely studied in the first language context, self-assessment research in L2 writing contexts is relatively unexplored. Yet recent research indicates that the demands of writing in a second language can be mitigated when teachers take the time to cultivate self-regulation and metacognition in their students. This positions self-assessment uniquely in the primary L2 writing classroom because it serves to promote self-regulatory and metacognitive skills in learners. In this article, we attempt to clarify major issues in self-assessments in L2 writing settings by first presenting a theoretical construct that underpins self-assessment in the L2 classroom. We then highlight research-informed principles to guide self-assessment in L2 primary settings, offer suggestions on how to incorporate self-assessment into the various stages of writing, and examine challenges in self-assessment implementation. Drawing from Vygotsky's theory of scaffolding and research on metacognition and metacognitive instruction, this article delineates a clear connection between the teaching and learning of this assessment tool and provides examples from a variety of second language contexts. Ultimately, this article serves to inform teachers about how to use self-assessment in their classrooms to promote learner autonomy and independence in learning. (As Provided). |
Anmerkungen | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |