With the increasing emphasis on students’ role in the learning process, self-regulation has becom... more With the increasing emphasis on students’ role in the learning process, self-regulation has become the focus of educational psychology. As far as EFL is concerned, there is ample evidence that self-regulated learning is an effective learning approach to promote students’ ownership and control of their learning. Yet, the successful development of this process depends on many factors among which attitudes and beliefs play a prominent role. In this concern, little research has been devoted to investigate students’ attitudes about self-regulation and how their beliefs may promote or hinder the development of self-regulatory skills and competences. Similarly, teachers’ attitudes are not of less importance. Although self-regulated learning is conceived as a personal learning approach, teachers have a prominent role in developing students’ skills in regulating aspects of their learning especially novice learners. So, how teachers view this process also deserves attention. A central questi...
With the new paradigm shift witnessed in education, formative assessment has become the focus of ... more With the new paradigm shift witnessed in education, formative assessment has become the focus of research. As far as EFL is concerned, self-assessment has increasingly gained much attention. There is ample evidence that self-assessment is an effective learning and pedagogical tool that enhances students’ learning and improves classroom instruction. This may be applicable to the Algerian context, but it is evident that theoretical considerations may differ greatly from actual classroom practice. In fact, the development of this process depends on many factors among which attitudes and beliefs play a prominent role. In this concern, considerable research has been conducted to investigate students’ and teachers’ beliefs about self-assessment, but little is known about students’ and teachers’ attitudes in Algeria. The current study attempts to address this gap in knowledge by exploring Algerian students and teachers’ attitudes about self-assessment and evaluating the degree to which the...
The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-ass... more The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-assessment in EFL classrooms. Little empirical research is done on how to integrate formative assessment in Higher Education. The purpose of this study is to contribute to the development of students' self-assessment by addressing the gap found in teachers' current assessment practices. Specifically, this paper explores teachers' classroom assessment practices in the English department of Bejaia University, Algeria and their attitudes and beliefs about students' self-assessment in academic writing. The study involved fourteen Algerian teachers of EFL writing who developed writing logs in which issues related to their attitudes and experiences about assessment in general and self-assessment in particular were addressed. Results permitted to frame self-assessment from teachers' perspective and identify a range of factors responsible for the development of this process in EFL classrooms. In an attempt to facilitate the integration of self-assessment into EFL writing instruction and reinforce the assessment reform, we suggested a number of implications.
With the increasing emphasis on students’ role in the learning process, self-regulation has becom... more With the increasing emphasis on students’ role in the learning process, self-regulation has become the focus of educational psychology. As far as EFL is concerned, there is ample evidence that self-regulated learning is an effective learning approach to promote students’ ownership and control of their learning. Yet, the successful development of this process depends on many factors among which attitudes and beliefs play a prominent role. In this concern, little research has been devoted to investigate students’ attitudes about self-regulation and how their beliefs may promote or hinder the development of self-regulatory skills and competences. Similarly, teachers’ attitudes are not of less importance. Although self-regulated learning is conceived as a personal learning approach, teachers have a prominent role in developing students’ skills in regulating aspects of their learning especially novice learners. So, how teachers view this process also deserves attention. A central questi...
With the new paradigm shift witnessed in education, formative assessment has become the focus of ... more With the new paradigm shift witnessed in education, formative assessment has become the focus of research. As far as EFL is concerned, self-assessment has increasingly gained much attention. There is ample evidence that self-assessment is an effective learning and pedagogical tool that enhances students’ learning and improves classroom instruction. This may be applicable to the Algerian context, but it is evident that theoretical considerations may differ greatly from actual classroom practice. In fact, the development of this process depends on many factors among which attitudes and beliefs play a prominent role. In this concern, considerable research has been conducted to investigate students’ and teachers’ beliefs about self-assessment, but little is known about students’ and teachers’ attitudes in Algeria. The current study attempts to address this gap in knowledge by exploring Algerian students and teachers’ attitudes about self-assessment and evaluating the degree to which the...
The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-ass... more The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-assessment in EFL classrooms. Little empirical research is done on how to integrate formative assessment in Higher Education. The purpose of this study is to contribute to the development of students' self-assessment by addressing the gap found in teachers' current assessment practices. Specifically, this paper explores teachers' classroom assessment practices in the English department of Bejaia University, Algeria and their attitudes and beliefs about students' self-assessment in academic writing. The study involved fourteen Algerian teachers of EFL writing who developed writing logs in which issues related to their attitudes and experiences about assessment in general and self-assessment in particular were addressed. Results permitted to frame self-assessment from teachers' perspective and identify a range of factors responsible for the development of this process in EFL classrooms. In an attempt to facilitate the integration of self-assessment into EFL writing instruction and reinforce the assessment reform, we suggested a number of implications.
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Papers by Nawal KADRI