Self-Assessment as a Self-Regulated Learning Approach in English Oral Presentations: College Students' Choices and Perceptions

Autor/inn/en	Benraghda, Abdelmadjid; Mohd Radzuan, Noor Raha; Lardhi, Fatima Ali Salah
Titel	Self-Assessment as a Self-Regulated Learning Approach in English Oral Presentations: College Students' Choices and Perceptions
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2123472 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2123472
Schlagwörter	Metacognition; Self Evaluation (Individuals); Engineering Education; Oral Language; English (Second Language); Second Language Learning; Second Language Instruction; Alternative Assessment; Undergraduate Students; Public Speaking; Student Attitudes; Positive Attitudes; Likert Scales; English for Academic Purposes + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ingenieurausbildung; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Vortrag; Schülerverhalten; Likert-Skala
Abstract	Recently, alternative assessment (AA) has gained huge attention in oral ?communication studies. An area that has progressively received momentous concerns in ?the EFL/ESL literature is the employment of the self-assessment method. Despite this concern, ?the empirical data on the college of engineering students' willingness to implement self-assessment, their ?perceptions towards it, and the impact of factors on their attitudes remain scant. Therefore, in ?an attempt to contribute to this research-based, this study tries to investigate the engineering students' perceptions towards self-assessments on developing their ?oral presentation skills in an engineering scope. To accomplish this aim, the study recruited ??110 participants. The study delved into the engineering students' perceptions of ?self-assessment strategy in two stages (pre-and post-questionnaire) in performing technical oral ?presentations. A questionnaire was distributed to the students before and after ?implementing the assessment. The findings revealed that the students possessed positive perceptions pertaining to self-assessment in both ?stages, pre-and post-self-assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01