Using Teacher Self-assessment and Reflection to Promote Change in the Taiwanese Oral Communication Classroom
DOI:
https://doi.org/10.53103/cjess.v3i4.158Keywords:
English Oral Communication, Checklist, Field Notes, Reflection, Self-AssessmentAbstract
In line with Sahli & Fawzia (2019), this study explores the potentials of engaging in self-assessment and reflective practice. By drawing on Piaget’s (1955) Constructivist Theory, this research aims at investigating the impact of the practitioner researcher self-reflection on bringing change into teaching oral communication. To do that, two groups of college students from Ling Tung University, Taichung, participated in this investigation. This study included a combination of teacher self-assessment checklist and field notes was used by the teacher-researcher. Findings indicated that change occurred when the teacher could communicate and negotiate with his students to adjust his teaching materials to promote quality teaching and learning into the English oral communication classroom.
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