Sử dụng phương pháp phản chiếu tích cực vào đánh giá thường xuyên chất lượng học đối với chương trình tiếng Anh không chuyên tại Trường Đại học Nguyễn Tất ThànhSử dụng phương pháp phản chiếu tích cực vào đánh giá thường xuyên chất lượng học đối với chương=Using critical reflection as formative assessment of learning quality of general English at Nguyen Tat Thanh University

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Tác giả: Hoàng Khâm Nguyễn

Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Nguyễn Tất Thành, 2024

Mô tả vật lý: tr.136

Bộ sưu tập: Metadata

ID: 484419

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Nghiên cứu này nhằm điều tra việc sử dụng phương pháp phản chiếu tích cực như một hình thức đánh giá thường xuyên kết quả học tập trong bối cảnh tiếng Anh là ngôn ngữ nước ngoài (EFL). Nghiên cứu này tìm hiểu theo quan điểm của người học về tính hiệu quả của phương pháp phản chiếu tích cực đối với chất lượng học tập qua mục tiêu kiến thức và kỹ năng. Dữ liệu được thu thập từ một mẫu mục đích gồm 113 người tham gia sử dụng phản chiếu tích cực để đánh giá chất lượng học tập căn cứ trên kết quả học tập mong đợi của các đơn vị bài học. Bảng hỏi thu thập phản hồi về việc sử dụng phản chiếu tích cực cũng như tự đánh giá chất lượng học tập. Kết quả cho thấy việc sử dụng phản chiếu tích cực dẫn đến mức độ đạt được kết quả học tập khác nhau về kết quả học tập kiến thức và kỹ năng. Trong khi nghiên cứu này cho thấy sự hữu ích của phản chiếu tích cực như một phương tiện tự đánh giá, nó nêu lên câu hỏi về việc thiết kế phản chiếu tích cực một cách phù hợp với từng loại kết quả học tập để sử dụng tối ưu trong việc học tiếng Anh.The present study investigates the use of critical reflection as formative assessment of learning outcomes in the context of English as a foreign language. It aims to explore learners’ perception of how effective critical reflection is on the learning quality of knowledge and skills outcomes. Data was obtained from a purposeful sample of 113 participants who used critical reflection to assess their own learning quality against lesson learning outcomes. A questionnaire was employed to elicit responses on the learners’ experience of using critical reflection as well as self-assessment on their own learning quality. The results from pair samples t-test revealed that the participants’ use of critical reflection resulted in differing extents of achievement of knowledge outcomes and skills outcomes. While the findings suggest the helpfulness of the critical reflection as a means of self-assessment, they raised a question of designing critical reflection in a way it is better suited to different types of learning outcomes for optimal implementation in English classrooms.

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