Disertasi

The effect of assessment as learning on efl learners’ writing performance across different levels of writing self-regulation and engagement / Ima Fitriyah

Abstrak
Assessment is the heart of teaching and learning. In English as a Foreign Language (EFL) writing assessment is vital considering that writing ability requires proper assessment. In higher education students are required to be able to write argumentative writing for their academic integrity. Therefore this research focused on the effect of the assessment approach on students argumentative writing performance. Recently the most well-known learning-oriented assessment paradigms are assessment for learning (AfL) and assessment as learning (AaL) both of which focus on assessment on students as a source of learning and also plays an important role in assessment. While AfL is used as guide for teachers to improve their teaching methods AaL emphasizes the role of students who are active in assessing themselves. Over the past decade there have been widespread recognition of the benefits of using AaL to improve students rsquo writing performance. However there are currently few studies available on the effects of AaL on the writing performance of EFL students across their levels of writing self-regulation (WSR) and writing engagement (WE) considering the importance of the two factors in predicting students rsquo writing performance. Therefore this study aims to investigate whether (a) students who are taught by using AaL have better writing performance than those who were taught by using teacher feedback (b) students who have different levels of WSR have different writing performance (c) students who have different levels of WE have different writing performance (d) there is interaction between the assessment method (AaL and teacher feedback) provided and the level of WSR on students writing performance (e) there is interaction between the assessment method (AaL and teacher feedback) provided and the level of WE on students writing performance and (f) there is interaction between the assessment method (AaL and teacher feedback) provided and the level of WSR and WE on students writing performance. The present study adopted a 2x2x2 factorial experimental approach. It was quasi experimental study since the intervention was implemented without initial randomization. The study was conducted at the English Education Department of one Islamic University in Kediri Indonesia. Specifically two classes of fourth-semester students who were learning argumentative essays were assigned to either an experimental class (15 students) that received AaL or a control class (13 students) that received teacher feedback in 12 meetings of instruction sessions. In conducting the experiment the AaL procedures from Lee rsquo s (2016) AaL framework were used. It includes (1) facilitating students in setting personal goals (2) empowering students to establish success criteria together with peers and teacher (3) providing descriptive feedback (4) empowering students to conduct self- and peer assessment and (5) developing students rsquo ownership of writing through learning logs. On the other hand the control class received teacher feedback in assessment process excluding students rsquo learning goal self- and peer assessment and learning logs during the instruction and assessment sessions. In addition the data were collected from students writing pre- and post-tests and their scores were based on the argumentative essay criteria taken from two raters. In addition to reveal students rsquo levels of WSR and WE writing self-regulation scale (WSRS) and writing engagement scale (WES) which consisted of 23 items for WSR and 27 items for WE were distributed to the students before the treatment was done. Finally after all of the quantitative data were collected and the statistical assumptions were fulfilled a three-way ANOVA in SPSS was employed and to test the hypotheses the value was set at the alpha .05 level of significance. Based on the results of the descriptive statistical analysis there was improvement in both groups in terms of students rsquo writing performance. The findings demonstrated sufficient evidence to prove the impact of AaL on students writing performance with an observed level of significance of 0.018. The statistical analysis reveals a significant difference in writing performance between students assessed using AaL and those assessed by using teacher feedback. However there was no statistically significant impact of WSR and WE level on students writing performance since the observed level of significance was 0.557 and 0.359. Finally the interaction among writing assessment methods (AaL and teacher feedback) WSR and WE level and argumentative writing performance was not proven since the result showed there was no interaction among variables as showed by the observed level of significance was 0.648 for WSR and 0.190 for WE. Thus there is no interaction among the variables of assessment approach (AaL and teacher feedback) students rsquo levels of WSR and WE and the students rsquo writing performance. The study highlights the significant impact of the AaL framework on the writing performance of EFL students. In this study AaL was applied in the experimental group using a tailored framework based on Lee rsquo s (2016) framework being realized in this study through the utilization of students rsquo personal goals success criteria descriptive feedback self- and peer assessment and students rsquo learning logs. The synergy among these principles leads to a distinctive AaL for argumentative writing assessment different from AaL in general which effectively engages students in the assessment process and fosters a deeper sense of responsibility for learning argumentative writing. This structured approach to AaL led to notable improvements in students argumentative writing performance as evidenced by a significant difference between the experimental group and the control group which received only teacher feedback. The results demonstrated that while AaL had a significant positive effect on students writing performance (with a significance level of 0.018) there were no significant effects of WSR and WE levels. Additionally no interaction was found between assessment approach and the students levels of WSR and WE indicating that AaL independently contributed to writing improvement regardless of these factors. This study distinguishes itself by employing a comprehensive AaL framework that actively involves students in the assessment process. The findings suggest that this specific AaL approach combining the use of Lee rsquo s framework effectively enhances writing performance. In light of these results the research contributes a refined concept of AaL tailored to EFL writing classes demonstrating its superiority over other assessment methods. Teachers are encouraged to adopt this structured AaL framework which not only boosts writing performance but also promotes student autonomy and motivation as reflected in the mediating variables of WSR and WE in this study. This approach ensures that students regardless their levels of WSR and WE benefit from the AaL that integrates Lee rsquo s. As demonstrated in this study the use of AaL had a favorable impact on students performance in writing argumentative essays. Therefore it is plausible to assume that employing comparable methodologies could similarly influence other genres of writing.

Informasi Detail

DDC

Rd 421 FIT e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xxii, 203 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00196/RD/24

Edisi

Disertasi (Pascasarjana) - Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MENULIS - STUDI DAN PENGAJARAN
2. ENGLISH - WRITING - STUDY AND TEACHING

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; 2. Dr. Niamika El Khoiri, S.pd, M.a.

Lampiran Berkas