英语论文网

留学生硕士论文 英国论文 日语论文 澳洲论文 Turnitin剽窃检测 英语论文发表 留学中国 欧美文学特区 论文寄售中心 论文翻译中心 我要定制

Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal

英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献

ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter

澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文

小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法

英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查

temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语

经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目

日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题

职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意

商务英语翻译论文广告英语商务英语商务英语教学

无忧论文网

联系方式

初中生在课后英语写作任务中基于量规进行自评的实证探讨

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-05-06编辑:vicky点击率:851

论文字数:52522论文编号:org202305011612097598语种:英语 English地区:中国价格:$ 66

关键词:高中英语教学论文

摘要:本文是一篇高中英语教学论文,笔者通过11周的两轮实验,本研究旨在探索基于量规的SA在中学生课后英语写作任务中的应用。对学生在测试中和测试后的作文成绩进行比较表明,接受条件一(使用量规作为自我评估工具)的学生的整体写作质量优于接受条件二(未使用量规作为自评估工具)。

本文是一篇高中英语教学论文,本研究的发现支持了基于量规的SA确实对中学生的写作质量有积极影响的说法。然而,由于准则内因素和准则使用者因素,它在某些方面表现不佳。

CHAPTER ONE INTRODUCTION

1.1 Background of the Research 

1.1.1 Problems of Assessing After-school English Writing Tasks 

“Good writing” is a growing pedagogic demand (Ghalib & AK-Hattami, 2015, p. 225). Given that testing for writing quality is to define “good writing”, the measurement of the writing quality is becoming increasingly demanding. In general, forms of testing for English writing quality involve summative and formative assessment. Summative assessment relies mainly on tools such as quizzes, while formative assessment includes homework (after-school tasks), portfolios, or other means. However, influenced by the traditional writing teaching model, teachers pay little attention to the effect of assessment on students’ after-school English writing tasks (Wang & Li, 2022, p. 108). 

高中英语教学论文怎么写

Currently, numerous problems exist in the assessment of after-school English writing tasks in middle schools. 1) Teacher-oriented assessment. For a long period of time, assessing after-school writing tasks has been dominated by teachers, which impedes the improvement of students’ independent learning ability. As an important part of assessment, self-assessment not only enables students to reflect on writing, but also constantly motivates them to learn how to learn. 2) Feedback is not specific enough. When teachers give feedback on writing tasks, they focus more on grammatical errors, and ignore other issues like text organization (Xu, 2021, p. 59). Consequently, students are usually given a grade without specific feedback, which may lead students to the conclusion that writing is to consolidate language knowledge. 3) Writing Assessment lacks scoring criteria. The chances are that teachers assess students’ writing performance subjectively if there are no criteria. 

1.2 Significance of the Research

The significance of this study can be introduced from the following two aspects: practical significance and theoretical significance.

1.2.1 Practical Significance

Pedagogically, the approach to self-assessment can provide teachers and learners with practical benefits in writing teaching, learning, and assessment in the first place.   It helps build teachers’ confidence in the use of rubric-based SA in their own classes because teachers can be exposed to merits and problems of using rubrics as a SA tool in a more concrete way instead of an abstract idea. Additionally, the methods and tools of the study can be adopted by teachers who try to use alternative forms of assessment in after-school English writing tasks. 

1.2.2 Theoretical Significance

Theoretically, it provides empirical evidence on the application of rubric-based SA in English writing for middle school students. The majority of studies of rubric-based SA are involved in the context of English as a first language. However, empirical research on this issue in EFL context have not been a lot. 

CHAPTER TWO literature review

2.1 Definition of Key Concepts

2.1.1 Rubric

Studies of rubrics have been increasingly popular with educators as a rubric is a tool for self-assessment, but educators tend to define th论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

共 1/4 页首页上一页1234下一页尾页

英国英国 澳大利亚澳大利亚 美国美国 加拿大加拿大 新西兰新西兰 新加坡新加坡 香港香港 日本日本 韩国韩国 法国法国 德国德国 爱尔兰爱尔兰 瑞士瑞士 荷兰荷兰 俄罗斯俄罗斯 西班牙西班牙 马来西亚马来西亚 南非南非