ORCID Profile
0000-0002-7614-4671
Current Organisation
Meijo University
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Publisher: Informa UK Limited
Date: 24-05-2020
Publisher: The Japan Association for Language Teaching (JALT)
Date: 05-2022
Abstract: The present study applies a theoretical framework of learning-oriented assessment (LOA) to explore six teachers’ beliefs and practices related to language assessment. This theoretical model posits three pillars of LOA: learning-oriented assessment tasks, student engagement with feedback, and the development of evaluative expertise. It was found that while these teachers expressed belief in the value of learning-oriented assessment, they focused primarily on the domain of task creation, reporting that well-constructed tasks allowed them to build motivation in students and make their lessons more enjoyable. Less importance was given to students’ engagement with feedback and the development of evaluative expertise. Teachers expressed uncertainty about how to have students engage meaningfully with feedback and were doubtful that they could appropriately assess themselves and each other. This study suggests that examining or clarifying the links between teachers’ belief and practice through reflective engagement can help promote LOA in the classroom. 本研究では学習指向的評価(LOA)の理論的枠組みを適用し、6人の教師が公言する評価に関する信条と実践について探究した。この理論モデルは、LOAの3つの柱、すなわち、学習指向の評価課題、生徒のフィードバックへの関与、評価の専門性の開発を仮定している。その結果、これらの教師たちは学習志向の評価の価値を認めながらも、主に課題作成の領域を重視していることが明らかとなった。彼らの報告によれば、よく構成された課題は生徒のモチベーションを高め、授業をより楽しくすることができるという。しかし、生徒のフィードバックや評価に関する専門的な知識はあまり重要視されていない。教師は、生徒に有意義なフィードバックをさせる方法について不安を感じ、お互いを適切に評価できるかに疑問を感じた。本研究は、教師の信条と実践のつながりを内省的関与により検証または明確化することが、教室におけるLOAを促進することにつながることを示唆している。
Publisher: National Research University, Higher School of Economics (HSE)
Date: 26-12-2022
Abstract: Background. Studies have shown that the collaborative processing of feedback on a jointly produced text facilitates language learning in a traditional classroom. However, it is still unknown whether there are similar learning benefits when the feedback is provided through an online modality from an expert peer during an international virtual exchange (IVE). Purpose. The present study fills this gap in the literature by investigating Japanese learners engaged in processing written corrective feedback from expert language users in the United States. Methods. Qualitative data concerning students’ perceptions of learning outcomes were collected via retrospective interviews and narrative frames, then triangulated with their first and final drafts of written texts and analyzed using activity theory (AT). Results. Findings indicate that learning benefits accrued in areas of language skills such as vocabulary, spelling, and grammar, as well as deepening learners’ reflexive awareness of themselves as language users. Conclusion. A discussion of these findings, informed by sociocultural theory and shaped by the categories of AT, brings to light some of the interactional dynamics that contributed to the creation of these outcomes. These interactional dynamics show that the learning benefits of the activity primarily resided in the peer-to-peer interactions rather than interactions with the expert-peer.
Publisher: Japan Language Testing Association
Date: 2017
Start Date: 2018
End Date: 2021
Funder: Japan Society for the Promotion of Science
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