The effects of self-assessment in speaking on c1 level multicultural students: a case study
Globalization and the Covid-19 pandemic have accelerated the democratization of education, empowering students to become independent learners while also becoming self-aware of their learning process (Mitchell, 2020). Even though Ecuadorian educational authorities adopted the Ecuadorian in-service En...
שמור ב:
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| פורמט: | masterThesis |
| שפה: | eng |
| יצא לאור: |
2022
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| נושאים: | |
| גישה מקוונת: | http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3478 |
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הוספת תג
אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!
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הוספת תג | סיכום: | Globalization and the Covid-19 pandemic have accelerated the democratization of education, empowering students to become independent learners while also becoming self-aware of their learning process (Mitchell, 2020). Even though Ecuadorian educational authorities adopted the Ecuadorian in-service English Standards for Ecuadorian high schoolers a decade ago (Ministerio de Educación, 2012), high schoolers, at the end of their mandatory educational journey, fail to properly persuade through their sustained oral production key stakeholders in English in real-life scenarios. Thus, there is a need to educate Ecuadorian students to practice selfassessment properly to improve their English speaking proficiency even after finishing their mandatory education. The Ecuadorian English Standards for Ecuadorian high schoolers lack a focus on B2, C1 and C2 English levels. It stands to reason that minimal research and attention has been directed towards how self-assessment can affect advanced (C1) English-level Ecuadorian students from multicultural backgrounds using their sustained persuasive language in real life settings. As a result, advanced English-level Ecuadorian participants were recruited to collect evidence on the effect of self-assessment and speaking in favour of Ecuadorian education and research. Participants engaged in a 4- week innovation project to attain an advanced (C1) English level of sustained persuasive language through a monologue (Council of Europe, 2018, p.70). The participants’ correlation between pre-test and post-test rubrics showed a strong positive association (r = .81) when using the Pearson’s correlation scale, which indicated that when the value of one variable increased, the value of the other variable also tended to increase due to an innovation. In addition, the paired-sample t-test identified a statistically significant difference between pretest and post-test rubric scores (t = 0.016, p < 0.01). The test indicated support for the alternative hypothesis |
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