This research focuses on the reflection practices of 45 young learners of English in Brunei Darussalam. The purpose of the research was to ascertain the feasibility of employing a reflection exercise, as a core component of a writing portfolio assessment procedure, in the context of Brunei Darussalam. The research adopted a case study approach which was specifically aimed at: a) examining the reflection criteria used by pupils; b) identifying any developmental pattern of reflection in the use of these criteria: and c) determining the correlation between writing performance and the pattern of progression in reflection. The findings of the study suggest that the pupils made use of a number of criteria which can be grouped into three categories according to the extent of their approximation to the concept of reflection and their focus on the writing pieces being reflected on. In terms of progression, it was found that a large number of pupils were considered mixed in their reflection, a third showed positive progression, while a small number failed to progress. The correlation between the pupils' writing performance and their progression in reflection was found to be significant, especially among female pupils. The implications of the findings, among others, are that: a) the concept of reflection within portfolio assessment is generally practicable among the young learners in the context of Brunei Darussalam; b) some evidence for positive progression in the use of the selection criteria categories essentially illustrates the pupils' ability to shift the focus of their reflection; c) the evidence to suggest the link between performance in writing and progression in reflection calls for more investigation possibly with the involvement of a larger population sampling. These implications are significant not only for the research community, where there is a clear lack of research of this kind with young learners or learners of English as a foreign language; but also for the Brunei Darussalam context where portfolio assessment is one new approach to assessment being recommended to schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:524640 |
| Date | January 2001 |
| Creators | Rahman, Junaidi Haji Abd |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/3090/ |
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