Article published in:Technology-mediated feedback and instruction
Edited by Hossein Nassaji and Eva Kartchava
[ITL - International Journal of Applied Linguistics 170:2] 2019
► pp. 180–203
The role of task repetition and learner self-assessment in technology-mediated task performance
This study examines the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. The study was conducted in a university-based English for Academic Purposes (EAP) program, where, as part of a course, intermediate proficiency learners (n = 52) were tasked with preparing and delivering a technology-mediated oral presentation (i.e., task) on a topic of their choice. First, they presented the task to the whole-class, reflected on their performance in terms of language and format quality, and received teacher’s feedback. Four weeks later, they produced a second recording and reflected on it again. A comparison group (n = 26) also delivered a presentation before a class but did it once, without reflection or teacher feedback. Both groups used technology to prepare, deliver, and document their presentations. The recordings were rated on six rubric-determined traits by the teacher and an independent rater, and the scores were compared between groups. To determine the effects of self-assessment, coupled with teacher feedback, on task repetition, learners’ written reflections and teacher’s comments were analyzed using discourse coding techniques. The results revealed benefits for task repetition and self-assessment during the performance of the same task for the experimental group, confirming the importance of task repetition in EAP contexts and the need for continuous and teacher-supported learner self-assessment in learner task performance and outcome.
Keywords: self-assessment, feedback, task repetition, technology, English for academic purposes
Published online: 06 August 2019
Ahmadian, M. J.
Bachman, L. F. & Palmer, A. S.
Baleghizadeh, S. & Derakhshesh, A.
Chapelle, C. A. & Brindley, G.
DeKeyser, R. M.
Dörnyei, Z. & Ryan, S.
Forgas, J. P., Baumeister, R. F., & Tice, D. M.
Foster, P. & Skehan, P.
Frawley, W. & Lantolf, J.
Gass, S., Mackey, A., Alvarez-Torres, M. J., & Fernández-Garcia, M.
Gonzalez-Lloret, M. & Ortega, L.
Hattie, J. & Timperley, H.
Hawkes, M. L.
Hyland, K. & Shaw, P.
Kim, Y. & Tracy-Ventura, N.
Kluger, A. N. & DeNisi, A.
Kulhavy, R. W.
Larsen-Freeman, D. & Cameron, L.
Lynch, T. & Maclean, J.
Orsmond, P., Merry, S., & Reiling, K.
Sheppard, C. & Ellis, R.
Skehan, P. & Foster, P.
Stiggins, R. J.
Storch, N., Morton, J., & Thompson, C.
Tavakoli, P. & Foster, P.
Walker, A. & White, G.
Zeidner, M., Boerkaerts, M. & Pintrich, P. R.
Cited by 1 other publications
Ogunseiju, Omobolanle Ruth, Johnson Olayiwola, Abiola Abosede Akanmu & Chukwuma Nnaji
This list is based on CrossRef data as of 15 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.