HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES HUỲNH ÁI VIETNAMESE EFL TERTIARY STUDENTS' SELF-ASSESSMENT IN WRITING SKILL DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING

Người đăng

Ẩn danh

2024

202
0
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Phí lưu trữ

40 Point

Mục lục chi tiết

STATEMENT OF AUTHORSHIP

ACKNOWLEDGEMENTS

LIST OF ABBREVIATIONS AND CONVENTIONS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

1. CHAPTER ONE: INTRODUCTION

1.1. Aims and research questions

1.2. Significance of the research

1.3. Organization of the study

2. CHAPTER TWO: LITERATURE REVIEW

2.1. Cognitive and constructivist theories

2.2. Self-assessment in autonomous and self-regulated learning

2.3. Definitions of self-assessment

2.4. Autonomous language learning

2.5. Self-regulated learning

2.6. Assessment in foreign language education

2.7. Self-assessment as a key strategy of formative assessment

2.8. Relationship among self-, peer, and teacher assessment

2.9. Self-assessment for summative purposes

2.10. Writing academic English and self-assessment in EFL writing

2.11. Writing academic English

2.12. Self-assessment in EFL writing classrooms

2.13. Self-assessment in writing skill

2.14. Benefits of self-assessment in EFL writing

2.15. Self-assessment instruments in EFL writing classes

2.16. Self-assessment checklists in learning writing

2.17. Writing reflective journals

2.18. Previous studies and research gaps

2.19. Students’ perceptions of self-assessment

2.20. Students’ practices of self-assessment

2.21. Students’ challenges of self-assessment

3. CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Research approach and research design

3.2. Role of the researcher

3.3. Analytical framework of the study

3.4. Data collection instruments

3.5. Self-assessment checklist and students’ writing papers

3.6. Data collection procedures

3.7. Analysis of the quantitative data

3.8. Analysis of the qualitative data

3.9. Research reliability and validity

4. CHAPTER FOUR: FINDINGS AND DISCUSSION

4.1. EFL students’ perceptions of self-assessment in writing skill

4.1.1. Overview of students’ perceptions of self-assessment in writing skill

4.1.2. Students’ perceptions of general self-assessment in writing skill

4.1.3. Students’ perceptions of self-efficacy in their writing skill

4.1.4. Students’ perceptions of benefits of self-assessment in learning writing

4.1.5. Discussion of the findings

4.1.6. Students’ perceptions of overall self-assessment in writing skill

4.1.7. Students’ perceptions of self-efficacy in their writing skill

4.1.8. Students’ perceptions of the benefits of self-assessment

4.1.9. Summary the findings for RQ1

4.2. Students’ practices of self-assessment in writing skill

4.2.1. General quantitative results of students’ practices of self-assessment

4.2.2. Students’ reported self-assessment practices in writing

4.2.3. Students’ reported practices of self-assessment in the writing process

4.2.4. Students’ actual use self-assessment checklist in learning writing

4.2.5. Students’ reflective journals

4.2.6. Students’ self-assessment of the overall essay contents

4.2.7. Students’ self-assessment of the essay organization

4.2.8. Students’ self-assessment of the language writing skill

4.2.9. Discussion of students’ practices

4.2.10. Students’ reported practices

4.2.11. Students’ actual use self-assessment checklist in learning writing

4.2.12. Summary of the findings for RQ2

4.3. Students’ challenges of self-assessment in writing skill

4.3.1. Students’ reported challenges of self-assessment in writing skill

4.3.2. Students' challenges of self-assessment in writing skill

4.3.3. Discussion of students’ challenges

4.3.4. Summary of the findings for RQ3

4.4. Triangulation of findings

5. CHAPTER FIVE: CONCLUSION AND IMPLICATIONS

5.1. Summary of key findings

5.2. Students’ perceptions of self-assessment in writing

5.3. Students’ practices of self-assessment in learning writing

5.4. Students’ challenges of self-assessment in writing

5.5. Implications for EFL students

5.6. Implications for teachers of writing

5.7. Implications for curriculum developers and policymakers

5.8. Recommendations for further research

LIST OF AUTHOR’S WORKS

Appendix A: The pilot questionnaire

Appendix B: The official questionnaire

Appendix C: The pilot interview

Appendix D: The official focus-group interview

Appendix E: The official questionnaire of students’ using self-assessment checklist in a writing course

Appendix F: Self-assessment checklist

Appendix G: Prompts for students’ reflective journal

Appendix H: A sample of the interview coding and theming

Appendix I: A sample of an online writing class

Appendix J: A sample of a student using self-assessment checklist to assess a first essay draft and revise into a second draft

Appendix K: A sample of a student’s reflective journal

Appendix L: A summary criteria of students' self-assessment of the essay

Appendix M: Content of training program in a public university

Appendix N: Content of training program in a non-public university

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Vietnamese efl tertiary students self assessment in writing skill

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Chủ đề

Tự đánh giá kỹ năng viết EFL
Sinh viên EFL Việt Nam và kỹ năng viết
Nghiên cứu TESOL trong giáo dục Việt Nam
Phương pháp giảng dạy viết cho sinh viên EFL
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