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Document Type |
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Thesis |
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Document Title |
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AN INQUIRY INTO EFL TEACHERS PERCEPTIONS OF INTEGRATING STUDENT SELF-ASSESSMENT IN TEACHING ACADEMIC WRITING AT A SAUDI UNIVERSITY استقصاء تصورات معلمي اللغة الانجليزية كلغة أجنبية في دمج التقييم الذاتي للطالب في تدريس الكتابة الأكاديمية بإحدى الجامعات السعودية |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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This study aims to explore English as a Foreign Language (EFL) teachers’ perceptions of integrating student self-assessment into teaching academic writing to EFL students in the preparatory year at an English Language Institute (ELI) at a university in Saudi Arabia. Previous research has indicated that through reflection and metacognition, self-assessment can help students in EFL contexts learn to write and improve the quality of their writing. The bulk of this research, however, simplistically underestimates the socio-cultural context in which learning to write takes place, especially one in which the symbiotic relationship between different affordances is far from problematic. Drawing on Vygotsky’s socio-cultural theory, this study explores how these affordances play out in the context of this study and how they impact the quality of learning to write in EFL contexts. The sample consisted of 53 female and male EFL teachers, exploring their perceptions of and experiences with integrating self-assessment checklists into teaching academic writing to students in the academic English track (ELIS). A mixed methods design was employed, and the findings revealed that although teachers have positive perceptions about self-assessment and encourage its implementation in their writing classrooms, they lack professional support for integrating self-assessment checklists into the various stages of the writing process. The findings of this study also suggested that the integration of self-assessment into teaching writing is a complex process, and the chaotic relationship between curriculum design, assessment policy, professional development initiatives, and students’ and teachers’ beliefs might contribute to a lack of engagement when integrating self-assessment into teaching writing. Finally, pertinent recommendations for teaching writing and future research about integrating self-assessment into teaching writing are suggested. |
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Supervisor |
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Dr. Hussein Al-Salahi |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1443 AH
2022 AD |
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Added Date |
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Thursday, February 2, 2023 |
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Researchers
| عفراء خالد تكروني | Takroni, Afra Khaled | Researcher | Master | |
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