Scaffolding Students’ Self-Assessment of Their English Essays with Annotated Samples: A Mixed-Methods Study

作     者：Ying XU 徐鹰

作者机构：South China University of Technology 

基　　金：supported by The Research Project of Philosophy and Social Science of Ministry of Education of China[Grant No.17YJC740102] Guangdong Provincial Teaching Award Nurturing Project(Name:Developing the Self-Assessment System of Writing for the National Quality Course of College English at South China University of Technology) 

出 版 物：《Chinese Journal of Applied Linguistics》 (中国应用语言学（英文）)

年 卷 期：2019年第42卷第4期

页      码：503-526,543页

摘      要：This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research *** method was tested on 54 students at a Chinese *** a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in *** sources included students’scores in the pre-test and post-test and *** findings indicated that the EG made significantly stronger progress than the CG in the *** results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in *** findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.

主 题 词：self-assessment rubric sample annotations self-regulated learning 

学科分类：0501[文学-中国语言文学类] 0502[文学-外国语言文学类] 050201[050201] 05[文学] 

D　O　I：10.1515/CJAL-2019-0030

馆 藏 号：203871572...