Investigating the effectiveness of one minute paper thechnique fostering learners'self regulated learning
No Thumbnail Available
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
university of Oum- El- Bouaghi
Abstract
Taking control over one's own learning is a key factor to achieve academic progress. Hence, teachers must work on promoting students' self-regulated learning by implementing effective strategies. The current study is approached through a quasi-experimental design to determine the role of the One Minute Paper formative assessment technique in boosting English as a foreign language learners' self-regulated learning manifested through its two major indicators self-reflection and motivation. To achieve the aims of the study, 42 Master one students at the English Department, Larbi Ben M'hidi University were selected as the sample of this research. They were pre-divided into two groups: one was experimental and the other was the control one, with 21 participants in each group. Both groups were pretested using self-reflection and motivation scales. While the experimental group underwent the treatment period using the One Minute Paper for eight sessions, the control group members were taught the same course of teaching English as a foreign language with no exposure to this evaluation technique. After the treatment stage, both groups were post tested using the same scales of the pre-treatment phase. The results have revealed that the One Minute Paper does not have a positive effect on learners' self-regulated learning regarding self-reflection and motivation. As a result, some limitations of the study and implications for future investigations are considered.
Description
Keywords
Formative assessment, Classroom assessment, Self-reflection