Publicação
Employing formative feedback to enhance primary student´s oral interaction: exploring formative assessment
| Resumo: | This report describes the action research project conducted as part of the practicum during my Master’s degree studies in teaching English at primary level. The study aimed to implement and explore the potential of formative feedback to enhance students’ oral interaction skills to gain a better understanding of the implication of formative feedback in the learning process in fourth graders. Moreover, it aimed to determine the efficiency of formative assessment in EFL teaching contexts by employing teaching tasks which served as assessment, providing various meaningful opportunities for learners to further develop their oral interaction competence, as well as to implement assessment tools that can support their ongoing learning. Lastly, it served to foster positive attitudes in young learners towards assessment and language learning. The study ran from late-September to mid-December and involved a group of 24 children aged nine to ten in year 4 at primary level. The research methodology tools used were two questionnaires, the teacher’s feedback on pair work tasks, a teacher’s journal, observation of pair work tasks and two observation grids. The data collected was analysed qualitatively and quantitatively, as part of a small-scale, classroom-based action research project. Results indicated that teaching tasks can serve as effective assessment tools, capable of considering the learner’s present competence as well as skill development in order to progress students’ language learning. The data gathered demonstrated students’ new awareness of the benefits of pair work, which can be influenced by the relationship between the members of each dyad. The study also concluded that over time, timely and descriptive feedback, in combination with the explanation of expected learning goals, can benefit the learner to progress in their language learning and achieve the proposed learning goals. |
|---|---|
| Autores principais: | Pinto, Carolina Magalhães |
| Assunto: | Avaliação formativa Feedback do professor Interação oral Jovens aprendentes Educação primária Inglês como língua estrangeira Formative assessment Teacher’s feedback Oral interaction Young learners Primary education English as a foreign language |
| Ano: | 2022 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This report describes the action research project conducted as part of the practicum during my Master’s degree studies in teaching English at primary level. The study aimed to implement and explore the potential of formative feedback to enhance students’ oral interaction skills to gain a better understanding of the implication of formative feedback in the learning process in fourth graders. Moreover, it aimed to determine the efficiency of formative assessment in EFL teaching contexts by employing teaching tasks which served as assessment, providing various meaningful opportunities for learners to further develop their oral interaction competence, as well as to implement assessment tools that can support their ongoing learning. Lastly, it served to foster positive attitudes in young learners towards assessment and language learning. The study ran from late-September to mid-December and involved a group of 24 children aged nine to ten in year 4 at primary level. The research methodology tools used were two questionnaires, the teacher’s feedback on pair work tasks, a teacher’s journal, observation of pair work tasks and two observation grids. The data collected was analysed qualitatively and quantitatively, as part of a small-scale, classroom-based action research project. Results indicated that teaching tasks can serve as effective assessment tools, capable of considering the learner’s present competence as well as skill development in order to progress students’ language learning. The data gathered demonstrated students’ new awareness of the benefits of pair work, which can be influenced by the relationship between the members of each dyad. The study also concluded that over time, timely and descriptive feedback, in combination with the explanation of expected learning goals, can benefit the learner to progress in their language learning and achieve the proposed learning goals. |
|---|