Implementing Learning-Oriented Assessment (LOA) among Limited-Proficiency EFL Students: Challenges, Strategies, and Students' Reactions

Autor/inn/en	Zhao, Cecilia Guanfang; Qi, Qi
Titel	Implementing Learning-Oriented Assessment (LOA) among Limited-Proficiency EFL Students: Challenges, Strategies, and Students' Reactions
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 2, S.566-594 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Cecilia Guanfang) ORCID (Qi, Qi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3167
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Cognitive Ability; Student Evaluation; Barriers; Language Teachers; Educational Strategies; Teacher Attitudes; Teacher Student Relationship; Personal Autonomy; Classroom Techniques; Task Analysis; Positive Attitudes; Student Attitudes; Evaluation Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Denkfähigkeit; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Lehrstrategie; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Klassenführung; Aufgabenanalyse; Schülerverhalten
Abstract	Despite increasing scholarship on learning-oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined the challenges faced by language teachers while implementing LOA in authentic educational settings, especially an exam-dominant context that is deemed unconducive to LOA implementation (Carless, 2017). Even fewer have investigated the complexity of LOA implementation in such a context with students of limited proficiency. The present case study, therefore, focused on unveiling a language teacher's struggles and strategies when implementing LOA in such an EFL context with limited-proficiency learners, as well as students' perceptions of and engagement with such LOA practices. Analysis of data from classroom observations and semi-structured interviews with the teacher revealed three major LOA implementation endeavors in response to the challenges she faced: (1) breaking down the teacher--student hierarchy to enhance learner autonomy, (2) tailor-making LOA tasks to align with students' cognitive and proficiency levels, and (3) engaging students with interesting ungraded LOA tasks. Results also showed an overall positive attitude among students toward such LOA practices. Theoretical and pedagogical implications were discussed based on such findings, calling for more nuanced implementations of LOA in relation to specific contextual and learner characteristics. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01