Have a personal or library account? Click to login
Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better? Cover

Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?

Open Access
|Jul 2020

References

  1. Bachman, L. F., 2000. Learner-directed assessment in ESL. In Ekbatani G., Pierson H. (Eds.), Learner-directed assessment in ESL. New Jersey: Lawrence Erlbaum Associates, Inc, pp. ix—xii.
  2. Baleghizadeh, S., Masoun, A., 2014. Effect of self-assessmnet on EFL learners goal orientations. Iranian Journal of Applied Linguistics, 17(1), 25–58.10.18806/tesl.v31i1.1166
  3. Biber, D., Conrad, S., Cortes, V., 2004. If you look at …: Lexical bundles in university teaching and textbooks. Applied Linguistics 25(3), 371—405.10.1093/applin/25.3.371
  4. Birjandi, P., Hadidi Tamjid, N., 2012. The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education, 37(5), 513–533.10.1080/02602938.2010.549204
  5. Birjandi, P., Siyyari, M. 2010. Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy. Iranian Journal of Applied Linguistics, 13(1), 23–45.
  6. Blanche, P., Merino, B. J. 1989. Self-assessment of foreign-language skills: Implications for teachers and researchers. Language Learning, 39(3), 313–349.
  7. Boud, D., Falchikov, N. 1989. Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18, 529–549.
  8. Brinkmann, S., 2018. Teachers’ beliefs and educational reform in India: from ‘learner-centred’ to ‘learning-centred’ education, Comparative Education, 55(1), 9–29.10.1080/03050068.2018.1541661
  9. Butler, G. Y., Lee, J. 2010. The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31.
  10. Bruner, J., 1960. The process of education. Cambridge, MA: The President and Fellows of Harvard College.
  11. Chen, Y. M., 2008. Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235–262.10.1177/1362168807086293
  12. Clarke, P., 2003. Culture and Classroom Reform: the case of the District Primary Education Project, India. Comparative Education, 39(1), 27–44.10.1080/03050060302562
  13. Cheng. F., Chen, Y., 2009. Taiwanese argumentation skills: Contrastive rhetoric perspective. Taiwan International ESP Journal, 1(1), 23–50.
  14. Connor, U., 1996. Contrastive rhetoric: Cross-cultural aspects of second-language writing. New York: Cambridge University Press.10.1017/CBO9781139524599
  15. Cummins, J., 1986. Linguistic interdependence: A central principle of bilingual education. In J. Cummins, and M. Swain. (Eds.). Bilingualism in education: Aspects of theory, research and practice. London & New York: Longman.
  16. DeKeyser, R., 2007. Skill acquisition theory. In VanPatten, B., Williams, J. (eds), Theories in second language acquisition: an introduction. Mahwah, NJ: Lawrence Erlbaum., pp. 97–112.
  17. de Saint-Léger, D., 2009. Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158–178.10.1111/j.1944-9720.2009.01013.x
  18. Dörnyei, Z., 2007. Research methods in applied linguistics. Oxford: Oxford University Press.
  19. Ellis, N. C., Schmidt, R., 1998. Rules or associations in the acquisition of morphology? The frequency by regularity interaction in human and PDP learning of morphosyntax. Language and Cognitive Processes, 13(2-3), 307–336.10.1080/016909698386546
  20. Falchikov, N., Boud, D., 1989. Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 330–395.10.3102/00346543059004395
  21. Halliday, M. A. K., Hasan, R., 1976. Cohesion in English. London: Longman.
  22. Hargreaves, A., Earl, L., Schmidt, M., 2001. Perspectives on alternative assessment reform. American Educational Research Journal, 39(1), 69–95.10.3102/00028312039001069
  23. Hinkel, E., 2001. Giving examples and telling stories in academic essays. Issues in Applied Linguistics, 12(1), 149–170.10.5070/L4122005050
  24. Hvitfeld, C., 1992. Oral orientations in ESL academic writing. College ESL, 2(1), 29–39.
  25. Matsuno, S., 2009. Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 26(1), 75–100.10.1177/0265532208097337
  26. McMillan, J. H., Hearn, J., 2009. Student Self-assessment: The key to stronger motivation and higher achievement. Educational Horizons, 87(1), 40—49.
  27. Meganathan, R., 2015. English language education situation in India: Pedagogical perspectives. The Journal of English as an International Language, 10(1), 48–66.
  28. Oscarson, M., Apelgren, B. M., 2011. Mapping language teachers’ conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry. Fuel and Energy Abstracts, 39(1), 2–16.10.1016/j.system.2011.01.014
  29. Paquot, M., 2008. Exemplification in learner writing: a cross-linguistic perspective. In Meunier, F., Granger S. (Eds.), Phraseology in Foreign Language Learning and Teaching. John Benjamins Publishing Company., pp. 101–119.10.1075/z.138.09paq
  30. Paris, S. G., Paris, A. H., 2001. Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.10.1207/S15326985EP3602_4
  31. Robinson, P., Mackey, A., Gass, S., Schmidt, R., 2012. Attention and awareness in second language acquisition. In Gass, S., Mackey, A. (Eds.), The Routledge handbook of second language acquisition. New York: Routledge, pp. 247–267.
  32. Sadek, N., 2013. Self-assessment and the process of ESL writing. TESOL Connections, available at:
  33. Schumann, J. H., 1990. Extending the scope of the acculturation/pidginization hypothesis. TESOL Quarterly, 24(4), 667–684.10.2307/3587114
  34. Schmidt, N., 2001. Attention. In P. Robinson (ed.), Cognition & second language instruction, pp. 3–33, New York: Cambridge University Press.10.1017/CBO9781139524780.003
  35. Swain, M., 2000. The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In Lantolf J. P. (ed.), Sociocultural theory and second language learning, New York: Oxford University Press, 97–114.
  36. Shohamy, E., 2001. The power of tests: A critical perspective on the uses of language tests. London: Longman.
  37. Smalley, R., Ruetten, M., 2000. Refining composition skills (5th Ed.). Boston: Heinle & Heinle.
  38. Watson Todd, R., Thienpernpool, P., Keyuravong, S., 2004. Measuring the coherence of writing using topic-based analysis. Assessing Writing, 9(2), 85–104.10.1016/j.asw.2004.06.002
Language: English
Page range: 28 - 38
Submitted on: Apr 1, 2020
Accepted on: May 1, 2020
Published on: Jul 24, 2020
Published by: Palacký University Olomouc
In partnership with: Paradigm Publishing Services
Publication frequency: 3 issues per year

© 2020 Lina Mukhopadhyay, published by Palacký University Olomouc
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.