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Journal of Language and Linguistic Studies, v13 n1 p321-335 2017

This study aimed to get ideas formed by undergraduate foreign language students about the applicability, advantages and disadvantages of "selfie[at]ssessment", which can be regarded as an alternative form of self-assessment utilizing modern mobile phone technologies and the available Internet facilities. Underpinning this study of "selfie[at]ssessment" by undergraduate students is that an increasing body of research and a good many theoretical views acknowledge the importance of self- and group assessment by students for their performances in the activities they carry out in their learning process. This study, without contrasts with the prevailing notion in the self-assessment by students in assessment acquis, offers a new perspective to the traditional approach undergraduate students assess themselves for their learning performances and presentations within the class. The unique approach in this study is that students are expected to send their selfie-recorded self- or group assessments via mobile phones or cameras enabling self-recording to their teachers through the Internet. Implemented as a research to test how undergraduate students would approach the new concept, this study is intended to bring to the fore a new dimension in self-assessment utilizing modern methods of communication and data transmission in the light of the framework of data obtained in the area self-assessment.

Descriptors: Undergraduate Students, Second Language Instruction, Telecommunications, Handheld Devices, Technology Uses in Education, Educational Technology, Self Evaluation (Individuals), Photography, English (Second Language), Program Effectiveness, Video Technology, Foreign Countries, Qualitative Research

Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey[at]gmail.com; Web site: http://www.jlls.org





Autor: Tulgar, Aysegül Takkaç

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=652&id=EJ1140606



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