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The Perspectives of EFL Thai Teachers on Self-assessment
Oleh:
Choopun, Jittima
;
Tuppoom, Jirayu
Jenis:
Article from Proceeding
Dalam koleksi:
The 34th Thailand TESOL International Conference Proceedings 2014; 21st Century English Language Education: Towards Global Citizenship, The Empress Hotel, Chiang Mai, Thailand, January 17 – 18, 2014
,
page 50-69.
Topik:
self-assessment
;
professional development
;
EFL Thai teachers
Fulltext:
The perspectives of EFL Thai.pdf
(1.37MB)
Isi artikel
This paper aimed at studying EFL Thai teachers’ perspectives on selfassessment in many aspects. The findings were focused on purposes of employing self-assessment, instruments used in self-assessment, difficulties and benefits. It also investigated how teachers improve their teaching after self-assessment. As to the methodology, the researcher prepared a questionnaire responded to by 25 Thai EFL teachers. The findings showed that the majority of EFL teachers were aware of the necessity of self-assessment. They considered continuing professional development as an important purpose. The most preferable instrument utilized in self-assessment was a lesson report with the percentage of 67.86%. The interesting finding revealed that audio and video recordings were not selected by language teachers. Another survey result showed that heavy teaching loads caused a difficulty during carrying out self-assessment. Moreover, developing as a teaching professional was the maximum benefit. In addition, all participants used the self-assessed information to improve their teaching by trying and developing different instruction styles, contents, and instructional materials. They also became more careful when correcting homework and providing appropriate feedback. One of the significant methods to increase weak students’ learning was offering remedial courses.
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