Web-based Self-Reflection Assessment for EFL Students’ Self-Development

Dewinta Mandalika; Siti Drivoka Sulistyaningrum

doi:10.29240/ef.v8i1 May.9883

Web-based Self-Reflection Assessment for EFL Students’ Self-Development

Dewinta Mandalika, Siti Drivoka Sulistyaningrum

Abstract

Web-based self-reflection assessments are tools to reflect on learning experiences and monitor personal development. It helps to identify strengths and weaknesses in learning process, set goals for improvement, and track progress over time. This study focuses on the use of self-reflection assessment in English language learning, as well as numerous benefits that students can obtained. A systematic review was employed in this study to investigate the potential of web-based self-reflection assessment for EFL students’ self-development by analyzing publication from Google Scholar & ERIC using specific keywords related to the research topic. The search criteria included studies published in English between 2021 to 2022. In total, 10 relevant selected articles, Preferred Reporting Items for Systematic review, and Meta-Analyses (PRISMA) 2020 guidelines were utilized. An inclusion and exclusion criteria selection process was conveyed prior to the start of the review to assure the focus of the study. Based on the findings, the articles reviewed claimed that self-reflection assessment can help to improve students' language skills, enhancing engagement, boosting confidence, promoting critical thinking, facilitating meaningful learning, reflect on performance & learn from mistakes, motivating individual learning and development, and develop strategies to reach good learning goals. The study concludes that the tool is a useful resource for EFL students seeking to enhance their personal growth and could potentially benefit other institutions looking to integrate self-reflection assessment into their programs. The tool's accessibility and immediate feedback, make it a powerful tool for promoting personal growth and academic success.

Keywords: web-based, self-reflection, EFL students, self-development.

Keywords

English Teaching; English Learning, English Education

Full Text:

PDF

References

Alfianti, M., & Aminin, Z. (2022). The Implementation of Self-Assessment in EFL Student’s Speaking Performance. Universitas Banten Jaya. Vol 5, No. 2.

Allen, Jr., & Chaerles, E. (2017). Teacher self-Assessment: A facilitative process for principal instructional support. Doctoral Dissertation Committee. Faculty of the College of Education, University of Houston.

Andrade, H. L. (2019). “A Critical Review of Research on Student Self-Assessment.” Frontiers in Education 4: 4. doi:10.3389/feduc.2019.00087. [Crossref], [Google Scholar]

Arefian. H. M. (2022). Perceptions of Self-Assessment Literacy and Self-Directed Reflection during Online Learning for Iranian EFL Student Teachers. Reflective Practice, International and Multidisciplinary Perspectives. DOI: 10.1080/14623943.2022.2096584

Baas, D., J. Castelijns., M. Vermeulen., R. Martens., & M. Segers. (2015). “The Relation between Assessment for Learning and Elementary Students’ Cognitive and Metacognitive Strategy Use.” The British Journal of Educational Psychology 85 (1): 33–46. doi:10.1111/bjep.12058. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]

Belachew, M., Getinet, M., & Gashaye, A. (2015). Perception and practice of self- assessment in EFL writing classrooms. Journal of Languages and Culture, 6(1), 1- 8. doi: 10.5897/JLC2013.0254

Bing, X. (2016). A study of the effects of student self-assessment on the EFL writing of Chinese college students. Journalism and Mass Communication, 6(2), 91-107. doi:10.17265/21606579/2016.02.005

Bowman, J. E. (2017). Engaging students in the assessment process: A quantitative study of peer and self-assessment [Doctoral dissertation, Notre Dame of Maryland University]. ProQuest Dissertations and Theses database. https://www.proquest.com/openview/022bfcc783d0ecc1cea68b23f3a43997/1? pqorigsite=gscholar&cbl=18750

Brown, G. T. L., & L. R. Harris. (2013). “Student Self-Assessment.” In the SAGE Handbook of Research on Classroom Assessment, edited by J. H. McMillan, 367–393. Thousand Oaks: Sage. [Crossref], [Google Scholar]

Brown, G. T. L., & L. R. Harris. (2014). “The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency.” Frontline Learning Research 3: 22–30. doi:10.14786/flr.v2i1.24. [Crossref], [Google Scholar]

Chung, H.Q., Chen, V., & Olson, C.B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Read Write 34, 1885–1913. https://doi.org/10.1007/s11145-021-10186-x

Demir, Y. (2017). The Effects of Self-Reflection and Goal Setting on The Improvement of Students’ Language Skills. Journal of Language Teaching and Research, 8(1), 125- 131. Doi: 10.17507/jltr.0801.16

Dhanarattigannon, J., & Thienpermpool, P. (2022). EFL tertiary learners’ perceptions of self-assessment on writing in English. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 521-545.

Elgadal, H. A. (2017). The effect of self-assessment on inexperienced EFL students’ writing during revision. University of Birmingham.

Freiberg, H.J., & Snead, L. O., (2017). Rethinking student teacher feedback: Using a self- Assessment resource with student teachers. SAGE. From practices to principles. UK: Palgrave Macmillan.

Grant, A. M., & Ashford, S. J. (2020). Reflection: The Power of Looking Back in Order to Move Forward. Journal of Organizational Behavior, 41(6), 505-514.

Harris, L. R., & G. T. L. Brown. (2018). Using Self-Assessment to Improve Student Learning. New York: Routledge. [Crossref], [Google Scholar]

Herayati, D. F. (2020). Teaching writing through self-assessment and analytical scoring. International Journal of Scientific & Technology Research, 9(2), 4268-4272.

Hong, J. C., & Lee, Y. H. (2019). Effects of Web-based Self-Reflection on Self-Regulated Learning, Academic Achievement, and Self-Efficacy in College Students. Educational Technology Research and Development, 67(4), 831-848.

Jang, E. E. (2016). The Effects of Web-based Self-Reflection on EFL Learners’ Writing Proficiency and Self-Regulated Learning. English Language Teaching, 9(1), 19-30. Doi: 10.5539/elt.v9n1p19

John, E., & Yunus, M. M. A. (2021). Systematic Review of Social Media Integration to Teach Speaking. Sustainability. 13,9047. https:// doi.org/10.3390/su13169047

Khan, K.S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. J. R. Soc. Med., 96, 118–121. [CrossRef]

Khonamri, F., Federation, R., & Republic, C. (2021). Slovak Republic European Journal of Contemporary Education. 10(1), 77–88. https://doi.org/10.13187/ejced.2021.1.77LAO

Kim, H. (2018). The Effects of Web-based Self-Reflection on EFL Learners’ Speaking Proficiency and Self-Regulated Learning. Journal of Language Teaching and Research, 9(5), 1035- 1042. Doi: 10.17507/jltr.0905.16

Liu, M., & Lee, S. (2010). A study of Factors Influencing Students' Perceived Learning Outcomes and Satisfaction in E-learning Courses. Journal of Computer Assisted Learning, 26(3), 175- 189.

Mandalika, D., Ramadhanty, F., Dasuki., Suseno, M. (2023). Telegram Bot as a Digital Learning Platform in English Language Teaching and Learning. English Language and Literature International Conference (ELLIC) Vol. 6.

Mistar, J. (2011). A study of the validity and reliability of self-assessment. TEFLIN Journal, 22(1), 45-58.

Nafisah, I. N., Silvani, D., Primary, M. A., & Rosmala, D. (2021). Investigating Self- Assessment as A Platform of Student-Teacher’s Reflection in EFL Teaching Practice. Teaching & Learning English in Multicultural Contexts (TLEMC). http://jurnal.unsil.ac.id/index.php/tlemc/index

Nilsen, P. N. G., & Ellström, P. E. (2012). Integrating research-based and practice-based knowledge through workplace reflection. Journal of Workplace learning, 24(6), 403-415.

Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., & Moher, D. (2020). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021, 372, n71.

Peter S. Z., & Michaela, S. (2018). ePortfolio as a tool for reflection and self-reflection, Reflective Practice, 19:3, 291-307, DOI: 10.1080/14623943.2018.1437399

Purwanti, T. T. (2015). The implementation of self-assessment in writing class: A case study at STBA Lia Jakarta. TEFLIN Journal, 26(1), 97-116.

Putra, H., & Sulistyaningrum, S. D. (2022). Enhancing Reading Comprehension for Magister Degree Students Through Self-Reflection. The 3rd Online National Seminar on English Linguistics and Literature (ELLit) Vol. 3.

Rabbani, M. H., & Sulistyaningrum, S. D. (2022). Using Self-reflection in Listening Skills English Proficiency for Teacher Course through Web Source. The 3rd Online National Seminar on English Linguistics and Literature (ELLit) Vol. 3.

Richard, E. (2022). Maximizing Self-Reflections in the Classroom: Enhancing Learning for Students, Teachers, and Parents (1st ed.). Routledge. https://doi.org/10.4324/9781003329176

Rizal, R. P., & Sulistyaningrum, S. D. (2022). Investigation of Reflecting Reading Comprehension Strategies Through Self-Directed Learning on Higher Education Students. The 3rd Online National Seminar on English Linguistics and Literature (ELLit) Vol. 3.

Sarracino, L., & Freire, P. (2020). Reflection as a Pedagogical Strategy: Engaging Students in Learning Processes. In F. Sánchez-Martínez & M. A. Zabalza- Bribián (Eds.), Active Learning in Higher Education (pp. 29-44). Springer.

Scaffidi, A. K., & Berman, N. B. (2011). Developing a Web-based Self-Reflection Tool to Enhance Student Learning. Journal of Educational Technology Development and Exchange, 4(1), 1-14.

Sedairia, L. (2019). The Effect of Using Self-Reflection Assessment Technique on Developing EFL Students' Critical Thinking Skills. Journal of Education and Practice, 10(17), 169-176.

Suwartono. (2014). Enhancing the pronunciation of English suprasegmental features through reflective learning methods. TEFLIN Journal, 25 (1), 79-93. Retrieved 12/3/ 2017 from http://search.proquest.com/docview/1627 736802?accountid=85

Syafei, M. (2012). Backwash effects of portfolio assessment in academic writing classes. TEFLIN Journal, 23(2), 206 -221.

Takarroucht, K. (2022). The Effect of Self-Assessment on the Development of EFL Writing Self-Efficacy: A Case of Algerian Higher Education. International Journal of Language Education, v6 n2 p157-168 2022

Taufik, M., & Cahyono, B. Y. (2019). Developing EFL Students’ Writing Skill Through Self- Assessment Integrated With E-Portfolio. IJEE (Indonesian Journal of English Education), 6(2), 171-186. doi:10.15408/ijee.v6i2.12019

Wong, K. M., & Mak, P. (2018). Self-assessment in the primary L2 writing classroom. Canadian Modern Language Review, 75(2), 1-14. doi:10.3138/cmlr.2018-0197

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. doi:10.1080/02602938.2019.1629390. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]

Yan, Z. (2016). “The Self-Assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.” Journal of Applied Measurement 17 (3): 1–19. [PubMed], [Google Scholar]

Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. https:// doi.org/10.1080/02602938.2016.1260091

Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562–583. https://doi.org/10.1080/0969594X.2020.1827221

Yan, Z., & D. Boud. (2022). “Conceptualising Assessment-as-Learning.” In Assessment as Learning: Maximising Opportunities for Student Learning and Achievement, edited by Z. Yan, and L. Yang, 11–24. New York: Routledge. [Google Scholar]

Zi Yan., Xiang, W., David, B., & Hongling, L. (2023). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis, Assessment & Evaluation in Higher Education, 48:1, 1-15, DOI: 10.1080/02602938.2021.2012644

DOI: http://dx.doi.org/10.29240/ef.v8i1%20May.9883