A Comparison of Student Self-Assessment in Online and Face-to-Face Learning Environments

Conference: The Southeast Asian Conference on Education (SEACE2023)
Title: A Comparison of Student Self-Assessment in Online and Face-to-Face Learning Environments
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Poster Presentation
Authors:
Catherine LeBlanc, Kyoto University, Japan

Abstract:

With the recent migration to online learning due to the global pandemic, the need to foster autonomous learners in English language courses has elicited much attention (Ghazali, 2020). Inherent to autonomy is the ability to assess one’s process and progress in learning. However, little research in student self-assessments has reviewed how online learning can impact this practice compared to the face-to-face learning environment. This mixed methods study (n=52) investigated the extent to which online and face-to-face learning affected students’ self-assessments in a university discussion course. Qualitative and quantitative data collected through online surveys were collected for four sections (two online, two face-to-face) of an English seminar course at a Japanese university over four semesters, from October 2020 to July 2022. The mean scores of Likert-scale self-assessment items on discussion preparedness, participation and comprehension were compared in the two learning environments while a text analysis of students’ comments in an open-ended item was conducted using grounded theory (GT). The findings from the Likert-scale items show that the online group evaluated themselves as better prepared for discussion while not much difference was found in level of participation and comprehension for both groups. As for survey comments, though both groups attributed positive impressions of their discussions to their level of participation, their group members, or the discussion topic, the face-to-face group were more critical towards their level of preparation and performance. Implications of this study suggest that teachers give more guidance for self-assessment practices in language courses according to the learning environment.

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