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Promoting Self-Regulated Learning, Autonomy, and Self-Efficacy of EFL Learners through Authentic Assessment in EFL Classrooms

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Title: Promoting Self-Regulated Learning, Autonomy, and Self-Efficacy of EFL Learners through Authentic Assessment in EFL Classrooms
Language: English
Authors: Ismail, Sayed M., Nikpoo, Iman (ORCID 0000-0002-0496-8233), Prasad, K. D. V. (ORCID 0000-0001-9921-476X)
Source: Language Testing in Asia. 2023 13.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Learning Strategies, Meta Analysis, Personal Autonomy, Self Efficacy, English (Second Language), Second Language Learning, Performance Based Assessment, Foreign Countries
Geographic Terms: Iran
DOI: 10.1186/s40468-023-00239-z
ISSN: 2229-0443
Abstract: The present research tried to prompt self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in Iranian EFL classrooms. To do so, 57 Iranian EFL learners were chosen and assigned to two equal groups; the Experimental Group (CG) and the Control Group (CG). Then, three questionnaires were administered to assess the respondents' self-regulated learning, autonomy, and self-efficacy before doing the treatment. After that, the EG received the treatment via using authentic assessments whereas the CG received the instruction through non-authentic assessments. After teaching 15 English passages to both groups, three post-tests were administered to them to determine the effects of the treatment on their self-regulated learning, autonomy, and self-efficacy. Lastly, the attitude questionnaire was given to the EG students to assess their attitudes toward implementing authentic assessments in EFL classes. The outcomes of ANCOVA revealed that there were significant differences between the post-tests of the EG and the CG. The results displayed that the EG noticeably outdid the CG in self-regulated learning, autonomy, and self-efficacy post-tests. In addition, the results showed that the EG held a positive attitude toward using authentic assessment in EFL classes. It can be concluded that applying authentic assessment in EFL classes can bring about constructive impacts for EFL learners. The findings of this investigation can be extremely valuable for EFL teachers and material designers to consider the impacts of authentic assessments and invest more in using these sorts of assessments.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378897
Database: ERIC
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  Data: Promoting Self-Regulated Learning, Autonomy, and Self-Efficacy of EFL Learners through Authentic Assessment in EFL Classrooms
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The present research tried to prompt self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in Iranian EFL classrooms. To do so, 57 Iranian EFL learners were chosen and assigned to two equal groups; the Experimental Group (CG) and the Control Group (CG). Then, three questionnaires were administered to assess the respondents' self-regulated learning, autonomy, and self-efficacy before doing the treatment. After that, the EG received the treatment via using authentic assessments whereas the CG received the instruction through non-authentic assessments. After teaching 15 English passages to both groups, three post-tests were administered to them to determine the effects of the treatment on their self-regulated learning, autonomy, and self-efficacy. Lastly, the attitude questionnaire was given to the EG students to assess their attitudes toward implementing authentic assessments in EFL classes. The outcomes of ANCOVA revealed that there were significant differences between the post-tests of the EG and the CG. The results displayed that the EG noticeably outdid the CG in self-regulated learning, autonomy, and self-efficacy post-tests. In addition, the results showed that the EG held a positive attitude toward using authentic assessment in EFL classes. It can be concluded that applying authentic assessment in EFL classes can bring about constructive impacts for EFL learners. The findings of this investigation can be extremely valuable for EFL teachers and material designers to consider the impacts of authentic assessments and invest more in using these sorts of assessments.
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