Teachers' Beliefs about Young EFL Learners' Self-assessment: a Case Study of Macedonia
Journal
International Journal of English Language and Translation Studies
Date Issued
2015
Author(s)
Nikolovska Anzela
Abstract
The paper explores Macedonian primary EFL teachers’ attitudes, beliefs and practices
regarding self-assessment of young learners (10 – 12 year-olds). The study surveyed primary
EFL teachers (n=30) who teach English to 5th and 6th graders. The results indicated that
vocabulary, grammar and reading were more often the focus of self-assessment tasks than the
other areas of language learning. This, along with the finding that the receptive language
skills were more frequently self-assessed than the productive skills has been attributed to the
impact of the external exam. The most frequently used self-assessment techniques were can do statements and check-lists. The perceived benefits and challenges of self-assessment have
been found to be compatible with the findings of other studies.
In spite of their positive attitudes towards learner self-assessment, the teachers expressed
awareness of certain problems underlying its implementation as well as uncertainty about
how to train learners to self-assess. In line with the conclusions, recommendations have been
made regarding the need for greater emphasis on self-assessment of the neglected language
areas (speaking and writing), the necessity of using a variety of self-assessment formats and
the need for learner training in self-assessment from an early age.
regarding self-assessment of young learners (10 – 12 year-olds). The study surveyed primary
EFL teachers (n=30) who teach English to 5th and 6th graders. The results indicated that
vocabulary, grammar and reading were more often the focus of self-assessment tasks than the
other areas of language learning. This, along with the finding that the receptive language
skills were more frequently self-assessed than the productive skills has been attributed to the
impact of the external exam. The most frequently used self-assessment techniques were can do statements and check-lists. The perceived benefits and challenges of self-assessment have
been found to be compatible with the findings of other studies.
In spite of their positive attitudes towards learner self-assessment, the teachers expressed
awareness of certain problems underlying its implementation as well as uncertainty about
how to train learners to self-assess. In line with the conclusions, recommendations have been
made regarding the need for greater emphasis on self-assessment of the neglected language
areas (speaking and writing), the necessity of using a variety of self-assessment formats and
the need for learner training in self-assessment from an early age.
Subjects
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