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An Empirical Study on Promoting Learners’ Writing Autonomy by Implementing Formative Assessment in High Vocational College

Author: HuangHuiJun
Tutor: XieShaoHua
School: Wuhan University of Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: Formative Assessment Portfolio Autonomous learning English Writing
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 67
Quote: 0
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Abstract

Vocational students the basics of the English language is weak, application ability, writing skills is not ideal, if they are implemented only once a semester exams and standardized test scores alone to evaluate their writing skills will undoubtedly dampen their enthusiasm for learning, is not conducive to continuing education for the future. Second, because each person's ability to understand, level of knowledge, writing skills, life backgrounds vary, write articles will strengths and weaknesses, and in the evaluation of different evaluators because of a variety of factors have led to the evaluation results, \wisdom, \Over the past decade, research on English writing mostly confined to formative evaluation of the impact on students' writing ability, and the formative evaluation and self-study combined research and rare. This portfolio will be confirmed through the implementation of formative assessment on student vocational students learning and teaching of writing have a positive impact, especially if proved formative assessment to help students learning, whether it can improve students' English writing ability, whether stimulate students' motivation to learn a language and whether it can provide a more equitable student progress evaluation methods. Throughout the study will attempt to answer the following two questions: 1. Through the implementation of formative assessment whether more than summative students 'interest and to better grasp the English Writing Writing Strategies? Thus help to improve vocational students' English writing ability? 2 Based on the formation of student writing portfolio assessment, whether it can improve students 'ability to self-reflection, thus enabling them to become self-directed learners? whether the students' writing progress to provide more equitable way of evaluation? If yes, these factors could promote the improvement of their English writing skills? teaching experiments in this study used a combination of questionnaires and forms, proposed a formative evaluation to assess vocational students 'English writing skills through the use of established evaluate students' writing files to keep track of vocational students English writing entire process. The experimental subjects were from Hubei Vocational College freshman fiscal accounting profession 102 students, the whole experiment lasted 17 weeks (about one semester). Carry out the experiment, these two classes of English no significant difference on the overall level. Experiment, two classes were set to control classes and experimental class. Two classes of students receiving different teachers (are experienced female teachers), the same hours, the same lectures in English teaching, teachers in the teaching process using the same teaching methods, but using different evaluation methods. Experimental class using formative assessment, and the other classes to adopt summative assessment. Before starting the experiment and at the end of the two classes of students' writing skills were pre-test and post-test, and in the experiments were carried out before and after the two surveys. Through the teaching experiment, questionnaires and test results for comparison and analysis, the following conclusions: 1. Through formative evaluation methods, experimental class students writing levels were significantly increased, and with the control class posttest scores produced significant differences Meanwhile formative evaluation of experimental class students writing strategies and other aspects of writing attitude also had a positive impact. (2) by introducing student writing portfolio assessment methods, can enhance students 'ability to self-reflection, to improve students' awareness of autonomous learning will help the students to constantly reflect on their own problems and make improvements, and strengthen the fairness of evaluation to improve its writing skills.

An Empirical Study on Promoting Learners’ Writing Autonomy by Implementing Formative Assessment in High Vocational College

Abstract

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