Examining the Effectiveness of Learning-Oriented Language Assessment in Second Language Reading-to-Write Tasks: Focusing on Instructor Feedback and Self-Assessment
활용도 Analysis
논문 Analysis
연구자 Analysis
저자
김현정
Ahyoung Alicia Kim
제어번호
107954691
학술지명
The Journal of Asia TEFL
권호사항
Vol.
18
No.
4
[
2021
]
발행처
아시아테플
자료유형
학술저널
수록면
1250-1265
언어
English
출판년도
2021
등재정보
KCI등재
판매처
'
Examining the Effectiveness of Learning-Oriented Language Assessment in Second Language Reading-to-Write Tasks: Focusing on Instructor Feedback and Self-Assessment' 의 참고문헌
Web-based peer assessment : Feedback for students with various thinking-styles
The value of a focused approach to written corrective feedback
The role of reading strategies in integrated L2 writing tasks
The role of implicit negative feedback in SLA : Models and recasts in Japanese and Spanish
The nature of feedback : How different types of peer feedback affect writing performance
The influence of peer feedback on self-and peer-assessment of oral skills
The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis
The effect of self-assessment among young learners
The effect of scoring criteria specificity on peer and self-assessment
The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles
Teacher-correction, peer-correction and self-correction : Their impacts on Iranian students’ IELTS essay writing performance
Stimulated recall methodology in second language research
Speaking self-assessment : Mismatches between learners’ and teachers’ criteria
Self-assessment in second language testing : A meta-analysis and analysis of experiential factors
Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms
Score generalizability of academic writing tasks: Does one test method fit it all?
Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?
On-task versus off-task self-assessment among Korean elementary school students studying English
Negative feedback and positive evidence in task-based interaction
Learning-oriented assessment : Conceptual basis and practical implications
Learning-oriented assessment : A technology-based case study. Assessment in Education : Principles
Learning oriented language assessment for the classroom: A primer [Workshop presentation]
Investigating the reading-to-write processes and source use of L2 postgraduate students in real-life academic tasks : An exploratory study
Improving student peer feedback
Handbook of second language assessment
Evaluating the Validity of Classroom Assessments in the Secondary EFL Curriculum
Error feedback in L2 writing classes: How explicit does it need to be?
Error Correction in College EFL Writing Instruction: Students’ Expectations and Correction Effects
Enhancing learning through self assessment
EFL classroom peer assessment : Training effects on rating and commenting
Domain definition and search techniques in meta-analyses of L2 research(Or why 18 meta-analyses of feedback have different results)
Discourse synthesis in integrated second language writing assessment
Conversational interaction and second language development: Recasts, responses, and red herrings?
Classroom applications of research on self-regulated learning
Authenticity in the IELTS academic writing & test: A comparative study of Task 2 items & university research
Assessing student performance
Applying a concept model of learning-oriented language assessment to a large-scale speaking test
Analysis of discourse features and verification of scoring levels for independent and integrated tasks for the new TOEFL
A study of writing tasks assigned in academic degree programs
A study of the impact of recasts on tense consistency in L2 output
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Examining the Effectiveness of Learning-Oriented Language Assessment in Second Language Reading-to-Write Tasks: Focusing on Instructor Feedback and Self-Assessment'
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