Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment
This classroom-based project included the development of clear and concise instructions, an analytic rubric as well as practice and testing materials to assess students’ speaking abilities. The speaking tasks consisted of three parts: reading aloud, describing a picture, and giving an opinion. As an...
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Prof Thomas Tinnefeld
2022-12-01
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| Series: | Journal of Linguistics and Language Teaching |
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| Online Access: | http://linguisticsandlanguageteaching.blogspot.com/search/label/81%20Herbach |
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| author | James Steven Herbach Kinsella Valies |
| author_facet | James Steven Herbach Kinsella Valies |
| author_sort | James Steven Herbach |
| collection | DOAJ |
| description | This classroom-based project included the development of clear and concise instructions, an analytic rubric as well as practice and testing materials to assess students’ speaking abilities. The speaking tasks consisted of three parts: reading aloud, describing a picture, and giving an opinion. As an extension of an ongoing departmental project originally focusing on second-year pharmacy students, the researchers have incorporated eleven first-year student groups from all departments. Six of the groups were offered the module face-to-face, while the other five received instruction, practice tasks, and feedback online.
The aim of the current project was to improve confidence and production of logical arguments by implementing a formative speaking assessment module that provides students with opportunities for advancement through succinct instruction, insight into strengths and weaknesses, self-evaluation and instructor feedback. Research questions included: 1) To what extent did the use of the assessment tool improve first-year students’ comprehensibility in English? 2) To what extent did classroom instruction help improve student confidence?
This study took a mixed-method approach where data from student grades and surveys were collected and analysed. To obtain a baseline of students’ speaking abilities prior to any formal instruction and gain insight into the assessment process, one class was chosen by each instructor and asked to record themselves describing a picture. A comparison of the baseline assessment and finals resulted in improvement following the introduction of rubrics and explicit instruction. The remaining two aspects also showed a distinct rise both in grades and comprehensibility between midterms and finals. Survey results showed that across departments, students’ confidence in their abilities to express themselves in English increased over the semester. Future research will focus on redesigning and evaluating the speaking assessment rubrics both for first and second years.
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| format | Article |
| id | doaj-art-7a58e20e93f94ee3aabf95725b6739c1 |
| institution | Kabale University |
| issn | 2190-4677 |
| language | deu |
| publishDate | 2022-12-01 |
| publisher | Prof Thomas Tinnefeld |
| record_format | Article |
| series | Journal of Linguistics and Language Teaching |
| spelling | doaj-art-7a58e20e93f94ee3aabf95725b6739c12025-02-03T07:52:11ZdeuProf Thomas TinnefeldJournal of Linguistics and Language Teaching2190-46772022-12-01132179196Supporting Japanese Student’s Confidence and English Fluency through Formative AssessmentJames Steven Herbach0Kinsella Valies1Kwansei Gakuin University, JapanJissen Women's University, JapanThis classroom-based project included the development of clear and concise instructions, an analytic rubric as well as practice and testing materials to assess students’ speaking abilities. The speaking tasks consisted of three parts: reading aloud, describing a picture, and giving an opinion. As an extension of an ongoing departmental project originally focusing on second-year pharmacy students, the researchers have incorporated eleven first-year student groups from all departments. Six of the groups were offered the module face-to-face, while the other five received instruction, practice tasks, and feedback online. The aim of the current project was to improve confidence and production of logical arguments by implementing a formative speaking assessment module that provides students with opportunities for advancement through succinct instruction, insight into strengths and weaknesses, self-evaluation and instructor feedback. Research questions included: 1) To what extent did the use of the assessment tool improve first-year students’ comprehensibility in English? 2) To what extent did classroom instruction help improve student confidence? This study took a mixed-method approach where data from student grades and surveys were collected and analysed. To obtain a baseline of students’ speaking abilities prior to any formal instruction and gain insight into the assessment process, one class was chosen by each instructor and asked to record themselves describing a picture. A comparison of the baseline assessment and finals resulted in improvement following the introduction of rubrics and explicit instruction. The remaining two aspects also showed a distinct rise both in grades and comprehensibility between midterms and finals. Survey results showed that across departments, students’ confidence in their abilities to express themselves in English increased over the semester. Future research will focus on redesigning and evaluating the speaking assessment rubrics both for first and second years. http://linguisticsandlanguageteaching.blogspot.com/search/label/81%20Herbachformative assessmentspeaking assessmentstudent confidenceenglish fluencyclassroom-based project |
| spellingShingle | James Steven Herbach Kinsella Valies Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment Journal of Linguistics and Language Teaching formative assessment speaking assessment student confidence english fluency classroom-based project |
| title | Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment |
| title_full | Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment |
| title_fullStr | Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment |
| title_full_unstemmed | Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment |
| title_short | Supporting Japanese Student’s Confidence and English Fluency through Formative Assessment |
| title_sort | supporting japanese student s confidence and english fluency through formative assessment |
| topic | formative assessment speaking assessment student confidence english fluency classroom-based project |
| url | http://linguisticsandlanguageteaching.blogspot.com/search/label/81%20Herbach |
| work_keys_str_mv | AT jamesstevenherbach supportingjapanesestudentsconfidenceandenglishfluencythroughformativeassessment AT kinsellavalies supportingjapanesestudentsconfidenceandenglishfluencythroughformativeassessment |