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Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students
Autoevaluación y evaluación por pares de podcasts generados por alumnos para mejorar la comprensibilidad de estudiantes del pregrado de inglés como lengua extranjera
DOI:
https://doi.org/10.15446/profile.v23n2.88928Keywords:
English as a foreign language, formative assessment, higher education, podc, self-directed learning, spoken comprehensibility (en)inglés como lengua extranjera, aprendizaje autodirigido, comprensión del discurso hablado, educación superior, evaluación formativa, podcasts (es)
This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.
Este estudio reporta una investigación de métodos mixtos sobre autoevaluación y evaluación formativa por pares de podcasts generados por 18 estudiantes de pregrado. El objetivo fue determinar si había algún aumento en la compresión hablada de los participantes mientras se les hacía reflexionar y ajustar su uso de suprasegmentos (grupos de pensamiento, acentuación en oraciones y entonación). Los datos se obtuvieron de registros y podcasts generados por los estudiantes, y de un cuestionario. Los resultados muestran comportamientos autorregulados y aumento en la comprensión. Este estudio resalta la importancia de ayudar a los estudiantes a examinar crítica y reflexivamente su producción oral e incorporar capacitación en suprasegmentos en cursos de inglés como lengua extranjera para ayudarlos a comunicarse efectivamente en un contexto globalizado.
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1. Katherin Pérez-Rojas, Carolina Herrera Carvajal. (2024). Current Status of English as a Foreign Language Evaluation in Colombia. Cuadernos de Lingüística Hispánica, (43), p.1. https://doi.org/10.19053/uptc.0121053X.n43.2024.16675.
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Copyright (c) 2021 Albedro Cadena-Aguilar, Claudia Patricia Álvarez-Ayure
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