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All Journal IJoLE: International Journal of Language Education Journal of Language and Literature Studies
Kenza Takarroucht
University of Algiers 2, Algeria
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Self-assessment on the Development of EFL Writing Self-Efficacy: A Case of Algerian Higher Education Kenza Takarroucht
International Journal of Language Education Vol. 6, No. 2, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i2.22065

Abstract

Using self-assessment as part of writing courses is key to improving strategic and affective self-regulation skills. The aim of this study is to investigate how self-assessment develops EFL students’ writing self-efficacy. To conduct this research, an embedded mixed-methods design was implemented with a sample of sixty control and experimental participants. This involved a post-scale of writing self-efficacy to collect quantitative data, and an interview administered to twenty participants after the experiment to explore their perceptions of their writing ability. Data were analysed using descriptive statistics and an independent-samples t-test at α=0.05.  Analysis of the data revealed that the mean score of the experimental group was higher than that of the control group on the self-efficacy scale, and the difference between the two groups was statistically significant on the same variable. Data from the interview indicated that the majority of the participants voiced high perceptions of paragraph writing ability. Based on these findings, it can be assumed that self-assessment is a learning strategy which can enhance learners’ knowledge of criteria of good work and thus, can improve positive perceptions of their writing ability.  This means that self-assessment can maximize their self-efficacy beliefs. Based on these findings, the study suggests recommendations for teachers to include self-assessment in their writing courses.
Developing the Prototype of Picture-Based Learning Materials in the Teaching of Speaking Skills Paris Jiwa Karya; Kenza Takarroucht; Kufakunesu Zano; Alex Zamorano
Journal of Language and Literature Studies Vol. 2 No. 2 (2022): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v2i2.763

Abstract

Various pictures can be utilized as learning media to facilitate language learners to learn vocabulary, pronunciation, grammar, and speaking skills. In the teaching of speaking, serial pictures can be designed to promote students to speak what the pictures illustrate. Therefore, speaking skills become crucial part in learning the target language. In  learning English where learners have limited sources to access real English communication with native or non-native English speakers, speaking materials become essential roles in developing learners’ speaking skills. Unfortunately, most of English Foreign Learners (EFL) oftenly confused to practice their English speaking skill because of  the the laerners are afraid to start the conversation or express their idea in English. Dealing with this issue, this study is aimed at developing the prototype of learning materials in the teaching of speaking skills in high school level. This study is categorized as R&D design (Research & Development). The data consisted of two kinds, quantitative and qualitative data. The quantitative data are collected using questionnaire and speaking tests. Meanwhile, qualitative data are gained using interview sheets. Then, the quantitative data were analyzed using statistical analysis, while the qualitative data were elaborated in qualitative ways. The process of the qualitative ways consisted of three main analyses, namely condensation data, data display, and conclusion drawing/verification. Based on the result of analysis, this study showed that most of the laerners are afraid to making mistakes in speaking English. It was affected by some difficulties like their pronunciation, vocabulary mastery also grammar. For further studies, speaking practices are needed more in learning English speaking to train them to use the language to communicate. The implication for further learning is that speaking materials are designed in line with students’ speaking level and students’ target needs and learning needs.
Co-Authors Alex Zamorano Kufakunesu Zano Paris Jiwa Karya