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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ... Kunnel, Johnson. - : Werklund School of Education, 2021 Abstract: Researchers have examined the benefits of employing a complex set of assessment rubrics as a framework for course development, teaching, learning and assessments in language programs. However, no research has explored ways to mitigate challenges faced by adult international and immigrant second language learners new to learner-centered and rubric guided curriculum that requires critical thinking and self-regulation. To raise awareness about writing task assessment rubric criteria, this qualitative study through iterative cycles of practitioner action research used Community of Inquiry (CoI) as a framework and a writing task assessment rubric as a hook to facilitate asynchronous written peer feedback in task-based English as Additional Language (EAL) learning environment. During the seven-week long intensive language course at a post-secondary institute in Western Canada, 20 adult multi-lingual participants from didactic learning environments completed 28 tasks in the class and engaged in providing peer ... Keyword: action research; adult ESL; Community of Inquiry; critical thinking; Education; Education--Adult and Continuing; Education--Higher; Education--Language and Literature; Education--Tests and Measurements; explicit knowledge; FOS Languages and literature; implicit knowledge; international and immigrant students; Linguistics; raising awareness; Second Language Acquisition; second language writing; self-regulated learning; task assessment rubric; Task-Based Language Teaching; writing skills URL: https://prism.ucalgary.ca/handle/1880/113886 https://dx.doi.org/10.11575/prism/39212 BASE Hide details

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