The Effect of Self Assessment on Learners’ Engagement in Problem- Based learning EFL Context
| المصدر: | مجلة الممارسات اللغوية |
|---|---|
| الناشر: | جامعة مولود معمري تيزي وزو - مخبر الممارسات اللغوية |
| المؤلف الرئيسي: | Berdjane, Ouiza (Author) |
| مؤلفين آخرين: | Keskes, Said (Co-Author) |
| المجلد/العدد: | مج15, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أكتوبر |
| الصفحات: | 443 - 466 |
| DOI: |
10.35269/1452-015-001-022 |
| ISSN: |
2170-0583 |
| رقم MD: | 1526271 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Self-Assessment | Meta-Construct Engagement | Problem- Based Learning | EFL Class
|
| رابط المحتوى: |
عدد مرات التحميل
5
| المستخلص: |
The development of learners’ engagement is increasingly getting the interest of the researchers because of its positive effects on learners’ success. This research study aimed to check the effect of self assessment on students’ engagement in problem- based learning EFL class. It relied on Fredericks et al. (2004)’s conceptualization of engagement as a meta-construct, involving cognitive, affective, and behavioral engagement. The research is conducted on 45 secondary school learners who were assigned a problem-based authentic activity. The learners were asked to assess the PBL activity they solved by applying the criteria of self-assessment. and complete A 4 point Likert scale engagement self-reports to identify their engagement before and after doing self-assessment. The learners’ responses were analyzed through descriptive statistics. The results showed that the learners were more engaged cognitively, affectively, and behaviorally after assessing their works. So, the findings suggest that the use of self-assessment in problem-based learning context can boost learners’ cognitive, affective, and behavioral engagement in EFL classes. |
|---|---|
| ISSN: |
2170-0583 |
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