This study investigates the implementation of self-assessment in writing by intermediate EFL students at a university in Thailand. The participants included 16 students who took English Course Level 5 at the university and two native speakers who rated the students' essays. The student participants were divided into two groups, control and experimental. The students in the control group were asked to self-assess, as an editing process, their essays but without using self-assessment checklists. They did not have self-assessment training. The students in the experimental group were asked to self- assess, also as an editing process, their first essays without any access to self-assessment checklists or training. Then they were trained to self-assess the second and third essays using the self-assessment checklists. Finally, they self-assessed the fourth essay using the checklists only. All four essays of the 16 student participants were graded by the two native speakers. Then the student participants and the ~o native speakers were interviewed. All of them also answered questions in the reflective journals. The results from the data collected from the interviews, reflective journals and the essay scores were triangulated to find out how each participant perceived the benefits of self- assessment in writing, what the differences were between the participants who had self- assessment training and those who did not, how was the students' writing affected by self-assessment, and what the common obstacles to students' self-assessment in writing were.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:578069 |
| Date | January 2011 |
| Creators | Honsa, Somchoen |
| Publisher | Lancaster University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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