Self-assessment as a self-regulated learning approach in English oral presentations: College students’ choices and perceptions

References

• Alek, A., Marzuki, A. G., Farkhan, M., & Deni, R. (2020). Self-assessment in exploring EFL students speaking skill. Al-Ta Lim Journal, 27(2), 208–14.
   Google Scholar
• Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2015). EFL college students’ perceptions of the difficulties in oral presentation as a form of assessment. International Journal of Higher Education, 4(1), 136.
   Google Scholar
• Bachman, L. F., & Palmer, A. S. (1989). The construct validation of self-ratings of communicative language ability. Language Testing, 6(1), 14–29. https://doi.org/10.1177/026553228900600104
   Google Scholar
• Baecher, L., Kung, S. C., Jewkes, A. M., & Rosalia, C. (2013). The role of video for self- evaluation in early field experiences. Teaching and Teacher Education, 36, 189–197. https://doi.org/10.1016/j.tate.2013.08.001
   Web of Science ®Google Scholar
• Benraghda, A., Ali, Z., & Radzuan, N. R. (2015). Attitudes among international university students in delivering English oral presentation in academic settings. International Journal of English and Education, 6(3 2278–4012).
   Google Scholar
• Benraghda, A., & Radzuan, N. R. M. (2017). Self-appraisal among engineering undergraduates in delivering technical oral presentation in a public university of Malaysia. International Journal of English and Education, 6(3), 114–121.
   Google Scholar
• Benraghda, A., & Radzuan, N. R. M. (2018). Engineering undergraduates’ self-assessment in delivering technical oral presentations in ESL context. Advanced Science Letters, 24(1), 537–539. https://doi.org/10.1166/asl.2018.12063
   Google Scholar
• Benraghda, A., Radzuan, N. R. M., & Ali, Z. (2017). Impediments to delivering presentations in English among Malaysian ESP undergraduates. English for Specific Purposes World, 53, 1–13.
   Google Scholar
• Boud, D. (1989). The role of self‐assessment in student grading. Assessment & Evaluation in Higher Education, 14(1), 20–30. https://doi.org/10.1080/0260293890140103
   Google Scholar
• Boud, D. (1990). Assessment and the promotion of academic values. Studies in Higher Education, 15(1), 101–111. https://doi.org/10.1080/03075079012331377621
   Web of Science ®Google Scholar
• Bui, T. T. Q., & Intaraprasert, C. (2013). The effects of attitude towards speaking English and exposure to oral communication in English on use of communication strategies by English majors in Vietnam. International. Journal of Science and Research Publications, 3(2), 1–9.
   Google Scholar
• Creswell, J. W. (2012). Educational research, planning, conducting, and evaluating quantitative and qualitative research (4th ed.). University of Nebraska-Lincoln.
   Google Scholar
• Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of Mixed Methods in Social and Behavioral Research, 209 (240), 209–40.
   Google Scholar
• De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self-and peer assessment of oral presentation skills compared with teachers. assessments? Active Learning in Higher Education, 13(2), 129–142. https://doi.org/10.1177/1469787412441284
   Web of Science ®Google Scholar
• Dolezal, D., Posekany, A., Roschger, C., Koppensteiner, G., Motschnig, R., & Pucher, R. (2018). Person-centered learning using peer review method–an evaluation and a concept for student-centered classrooms. International Journal of Engineering Pedagogy (Ijep), 8(1), 127–147. https://doi.org/10.3991/ijep.v8i1.8099
   Web of Science ®Google Scholar
• Elliott, N., & Higgins, A. (2005). Self and peer assessment–does it make a difference to student group work? Nurse Education in Practice, 5(1), 40–48. https://doi.org/10.1016/j.nepr.2004.03.004
   PubMedGoogle Scholar
• Eva, P., Dana, K., & Jana, B. (2020). Career growth of teacher of pre-primary education through self-reflection in qualification thesis. Science for Education Today, 10(1), 174–90.
   Google Scholar
• Irvine, L. M. (2012). Orals ain’t orals: the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices? [ Doctoral dissertation], Queensland University of Technology).
   Google Scholar
• Khonamri, F., Králik, R., Vítecková, M., & Petrikovicová, L. (2021). Self-assessment and EFL literature students’ oral reproduction of short stories. European Journal of Contemporary Education, 10(1), 77–88.
   Web of Science ®Google Scholar
• Kovac, M. M., & Sirkovic, N. (2012). Peer Evaluation of Oral Presentations in Croatia. English Language Teaching, 5(7), 8–16.
   Google Scholar
• Lew, M. D., Alwis, W., & Schmidt, H. G. (2010). Accuracy of students’ self‐assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education, 35(2), 135–156. https://doi.org/10.1080/02602930802687737
   Web of Science ®Google Scholar
• Lydia Wen, M., Tsai, C. C., & Chang, C. Y. (2006). Attitudes towards peer assessment: A comparison of the perspectives of pre‐service and in‐service teachers. Innovations in Education and Teaching International, 43(1), 83–92. https://doi.org/10.1080/14703290500467640
   Web of Science ®Google Scholar
• Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
   Google Scholar
• Murphy, K., & Barry, S. (2016). Feed-forward: Students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment &evaluation in Higher Education, 41(2), 213–227. https://doi.org/10.1080/02602938.2014.996206
   Web of Science ®Google Scholar
• Onah, D. F. O., & Sinclair, J. E. (2017). Assessing self-regulation of learning dimensions in a stand-alone MOOC platform. International Journal of Engineering Pedagogy (Ijep), 7(2), 4–21. https://doi.org/10.3991/ijep.v7i2.6511
   Web of Science ®Google Scholar
• Peng, J. C. (2010). Peer assessment in an EFL context: Attitudes and correlations. In Selected Proceedings of the 2008 Second Language Research Forum, Ed. Matthew T. Selected Proceedings of the 2008 Second Language Research Forum (pp. 89–107).
   Google Scholar
• Radzuan, N. R. M., & Kaur, S. (2011). Technical oral presentations in English: Qualitative analysis of Malaysian engineering undergraduates’ sources of anxiety. Procedia-Social and Behavioral Sciences, 29, 1436–1445. https://doi.org/10.1016/j.sbspro.2011.11.383
   Google Scholar
• Radzuan, N. R. M., & Kaur, S. (2016). Engineering students’ communication apprehension and competence in technical oral presentations. In Handbook of research on effective communication, leadership, and conflict resolution (pp. 371–383). IGI Global.
   Google Scholar
• Reitmeier, C. A., & Vrchota, D. A. (2009). Self‐assessment of oral communication presentations in food science and nutrition. Journal of Food Science Education, 8(4), 88–92. https://doi.org/10.1111/j.1541-4329.2009.00080.x
   Google Scholar
• Ritchie, S. M. (2016). Self-assessment of video-recorded presentations: Does it improve skills? Active Learning in Higher Education, 17(3), 207–221. https://doi.org/10.1177/1469787416654807
   Web of Science ®Google Scholar
• Rolheiser, C. (1996). Self-evaluation. Helping kids get better at it: A teacher’s resource book. Ontario Institute for Studies in Education, Univ. of Toronto.
   Google Scholar
• Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. Plain talk about kids. Center for Development and Learning.
   Google Scholar
• Salehi, M., & Daryabar, B. (2014). Self-and peer assessment of oral presentations: Investigating correlations and attitudes. English for Specific Purposes World, 15(42), 1–12.
   Google Scholar
• Sambell, K., & McDowell, L. (1998). The value of self and peer assessment to the developing lifelong learner. Improving Student learning–improving Students as Learners, 56–66.
   Google Scholar
• Stefani, L. A. (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19(1), 69–75. https://doi.org/10.1080/03075079412331382153
   Web of Science ®Google Scholar
• Stein, S. J., Goodchild, A., Moskal, A., Terry, S., & McDonald, J. (2020). Student perceptions of student evaluations: Enabling student voice and meaningful engagement. Assessment & Evaluation in Higher Education, 1–15.
   Web of Science ®Google Scholar
• Suñol, J. J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R. M., & Planas-Lladó, A. (2016). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 41(4), 622–637. https://doi.org/10.1080/02602938.2015.1037720
   Web of Science ®Google Scholar
• Tsang, A. (2017). Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning. Active Learning in Higher Education, 18(3), 1–12.
   Google Scholar
• Wen, M., & Tsai, C. C. (2003). College students’ perceptions of and attitudes toward online peer assessment. In EdMedia+ innovate learning&nbsp (pp. 1883–1888). Association for the Advancement of Computing in Education (AACE).
   Google Scholar
• Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238. https://doi.org/10.1080/02602938.2019.1629390
   Web of Science ®Google Scholar
• Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X.-L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509–532. https://doi.org/10.1080/01443410.2019.1672038
   Google Scholar
• Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254. https://doi.org/10.4304/tpls.3.2.254-262
   Google Scholar