Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/64999

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

Item Summary

Title:Self-Assessment and Learner Autonomy: A Case of a Japanese Summer Immersion Program for High School Students
Authors:Suzumura, Nana
Keywords:self-assessment
can-do statements
autonomy
Japanese
secondary
Date Issued:28 Dec 2019
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.
Pages/Duration:23
URI:http://hdl.handle.net/10125/64999
Appears in Collections: Volume 1, Fall 2019


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.