Self-assessment as a self-regulated learning approach in English oral presentations: College students’ choices and perceptions
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 engineeri...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor and Francis Ltd
2022
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| Subjects: | |
| Online Access: | http://umpir.ump.edu.my/id/eprint/35329/ http://umpir.ump.edu.my/id/eprint/35329/1/Self%20assessment%20as%20a%20self%20regulated%20learning%20approach%20in%20English%20oral%20presentations%20College%20students%20choices%20and%20perceptions.pdf |
| Summary: | 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. |
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