Students’ reflections on writing in ESP

Galina Kavaliauskienė, Jelena Suchanova, Deimante Velickiene

Research output: Contribution to journalArticle

Abstract

Active participation of students in the self-evaluation of their learning and the development of reflective thinking are the key features of successful learning. This research is aimed at investigating influence of students’ self-assessment on writing in English for Specific Purposes (ESP). The study employed a survey on the usefulness of different written tasks and students‘ reflections on their benefits to language mastery. The assignments included various contributions to portfolios such as essays, summaries of professional texts, outlines of oral presentations, creative computer tasks as well as students‘ written self-assessment notes, i.e. their reflections on various classroom activities. The research involved the students who study Social Sciences at Mykolas Romeris University. The results demonstrated that self-assessment was beneficial to students’ linguistic development. The reflections reveal the attitudes to various assignments and judgments of their usefulness in learning. Reflective practice might help teachers develop ways of dealing with specific difficulties and improve the quality of teaching. Training learners to reflect on learning outcomes is beneficial from the perspective of lifelong learning.
Original languageEnglish
Pages (from-to)174-179
JournalSantalka = Coactivity: Filologija. Edukologija
Volume20
Issue number2
Publication statusPublished - 2012

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self-assessment
student
learning
lifelong learning
social science
linguistics
classroom
participation
Teaching
teacher
language
evaluation

Keywords

  • English for specific purposes
  • Self-assessment
  • Reflections

Cite this

Students’ reflections on writing in ESP. / Kavaliauskienė, Galina; Suchanova, Jelena; Velickiene, Deimante.

In: Santalka = Coactivity: Filologija. Edukologija, Vol. 20, No. 2, 2012, p. 174-179.

Research output: Contribution to journalArticle

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