Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido · 2019
Self-assessing intonation through analytic rubrics
Intonation patterns play a significant role in language learning. Previous research has discovered that intonation is crucial in the message of any linguistic exchange to convey emotions, but little attention has been given to the use of self-assessment of voice recordings with analytic rubrics to address learners¿ problems with intonation patterns. The present mixed-method action research study used questionnaires, interviews, a teacher¿s journal, rubrics, and recordings to collect data of learners¿ beliefs, feelings, and thoughts towards their ability to self-assess by recording themselves and using an analytic rubric. Data were analyzed using the grounded theory approach, and this research study showed that self-assessment, supported by analytic rubrics and recordings, improves intonation patterns of tertiary students with B1 (CEFR) L2 English through the initial development of self-regulatory skills, such as self-awareness, self-judgment, and self reflection of oral production mistakes. Thus, this study lends support to the notion that self assessment is an effective approach to solving intonation patterns problems on students, which should be more widely adopted by the educational community.
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Contenido
- Chapter 1: Introductionp. 10
- Introduction to the studyp. 10
- Rationale for the studyp. 11
- 1.2.1 Rationale for the problem of the studyp. 11
- 1.2.2 Rationale for the strategy selected to address the problem of the studyp. 14
- Research question and objectivep. 15
- Conclusionp. 15
- Chapter 2: Literature Reviewp. 16
- Introductionp. 16
- Theoretical frameworkp. 16
- 2.2.1 Intonation patternsp. 16
- 2.2.2 Self-assessmentp. 19
- 2.2.1 Rubricsp. 22
- State of the artp. 24
- 2.3.1 Previous research on intonation patternsp. 24
- 2.3.2 Previous research on self-assessmentp. 25
- patternsp. 27
- 2.3.4 Justification of research question/objectivesp. 27
- Conclusionp. 15
- Chapter 3: Research Designp. 29
- Introductionp. 16
- Contextp. 30
- 3.2.1 Type of studyp. 30
- 3.2.2 Participantsp. 30
- 3.2.3 Researcher’s rolep. 31
- 3.2.4 Ethical considerationsp. 32
- Data collection instrumentsp. 32
- 3.3.1 Descriptions and justificationsp. 32
- 3.3.2 Validation and pilotingp. 37
- Conclusionp. 15
- Chapter 4: Pedagogical Intervention and Implementationp. 39
- Introductionp. 16
- Visions of language, learning, and curriculump. 39
- 4.2.1 Vision of languagep. 39
- 4.2.2 Vision of learningp. 40
- 4.2.3 Vision of curriculump. 40
- Instructional designp. 41
- 4.3.1 Lesson planningp. 41
- 4.3.2 Implementationp. 42
- Conclusionp. 15
- Chapter 5: Results and Data Analysisp. 43
- Introductionp. 16
- Data management proceduresp. 43
- 5.2.1 Validationp. 44
- 5.2.2 Data analysis methodologyp. 44
- Categoriesp. 45
- 5.3.1 Overall category mappingp. 45
- 5.3.2 Discussion of categoriesp. 47
- 5.3.3 Core categoryp. 56
- Conclusionp. 15
- Chapter 6: Conclusions and Pedagogical Implicationsp. 59
- Introductionp. 16
- Comparison of results with previous studies’ resultsp. 59
- Significance of the resultsp. 61
- Pedagogical challenges and recommendationsp. 62
- Research limitations on the present studyp. 63
- Further researchp. 64
- Conclusionp. 15
- Referencesp. 66
- Figure 1. Selective coding, mappingp. 47
- Figure 2. Core categoryp. 57
- Figure 3. Process of core categoryp. 58
- Figure 4. Assessment Questionnairesp. 88
- Figure 5. Prior knowledge self-assessmentp. 134
- Figure 6. Intonation in other classesp. 135
- Table 1. Open codingp. 46
- Table 2. Axial codingp. 47
- Table 3. Self-assessment supporting intonationp. 51
- Table 4. Self-assessment importancep. 51
- Table 5. Effectiveness of self-assessmentp. 52
- Table 6. Rubric easinessp. 56
- Table 7 Speaking Rubricp. 87
- Table 8. Rubricp. 95
- Table 9. Lesson plansp. 104
- Table 10. Grantt diagramp. 105