Self-Assessment and Learner Autonomy: A Case of a Japanese Summer Immersion Program for High School Students

Abstract
This study investigates how high school students use and perceive self-assessment in a Japanese immersion program. Using a framework of learner autonomy (Holec, 1981), and through surveys and interviews, the study finds that students with previous self-assessment experience and higher metacognitive awareness about learning more frequently use self-assessment to track their progress and set up goals. Moreover, students with limited self-assessment experience and lower metacognitive awareness start to take more active roles in learning as they engage in self-assessment activities. The study results demonstrate that engagement in self-assessment can promote learner autonomy and confirm the benefits of self-assessment argued for in previous literature. Students in this study, for instance, felt accomplished, confident, and motivated as a result of self-assessment, suggesting it can help create a more learner-centered learning environment. This study also identified some issues regarding the implementation of self-assessment in the program, in that both teachers and students seem to have limited understanding of self-assessment. Overall, the study findings suggest that the program should address teacher and student training, and alignment of the curriculum and self-assessment for a more autonomy-supportive learning environment. Lastly, this paper discusses implications for future self-assessment practice and research in L2 programs.
Description
Keywords
self-assessment, can-do statements, autonomy, Japanese, secondary
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