Exploring the Role of Reflective Diaries as a Formative Assessment Strategy in Promoting Self-Regulated Learning among ESL Students

Autor/inn/en	Alabidi, Suzan; Owais, Amjad; Alabidi, Farah; Taani, Osama
Titel	Exploring the Role of Reflective Diaries as a Formative Assessment Strategy in Promoting Self-Regulated Learning among ESL Students
Quelle	In: Practical Assessment, Research & Evaluation, 27 (2022), Artikel 19 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Journals; Formative Evaluation; Learning Strategies; English (Second Language); English Language Learners; Foreign Countries; Metacognition; Student Motivation; Grade 6; Middle School Students; Reflection; Student Attitudes; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Studentenzeitung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten
Abstract	This qualitative study was conducted in a private school in Abu Dhabi, the United Arab Emirates, to explore the role of reflective diaries as a form of formative assessment in promoting self-regulated learning (SRL) among English as a Second Language learners. Specifically, the study aimed to discover the impact of reflective diaries on students' cognition and metacognition as well as the role they play in increasing students' motivation. Data were collected via semi-structured interviews with six students from grade six and reflective diaries from twenty students. Zimmerman's cyclic model of self-regulated learning and Vygotsky's Social Constructive theory were used as frameworks for understanding the role of reflective diaries in promoting self-regulated learning. Using a thematic analysis, two categories of themes emerged as research questions one: what is the effect of a reflective diary on students' cognition/epistemological beliefs? (comprehension of knowledge and utilization of knowledge); and two categories of themes emerged as research question two: what is the effect of a reflective diary on students' metacognition? (awareness of knowledge and regulation of cognition); one theme emerged as research question three: what is the role of reflective diaries in increasing students' motivation? (attending to feelings). The study identifies its limitations and recommendations for future research. (As Provided).
Anmerkungen	Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01