Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching

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dc.contributor.advisorRoessingh, Hetty
dc.contributor.advisorBoz, Umit
dc.contributor.authorKunnel, Johnson
dc.contributor.committeememberEaton, Sarah Elaine
dc.contributor.committeememberLock, Jennifer Vivian
dc.contributor.committeememberKawalilak, Colleen
dc.contributor.committeememberAbbott, Marilyn
dc.date2021-11
dc.date.accessioned2021-09-16T21:28:14Z
dc.date.available2021-09-16T21:28:14Z
dc.date.issued2021-09
dc.description.abstractResearchers 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 feedback using an institutionally mandated Canadian Language Benchmark (CLB) rubric in nine asynchronous forums. Sources of evidence from asynchronous feedback transcript, writing tasks completed by learners, and the instructor’s observation notes and journals was analyzed for themes using NVIVO regarding cognitive presence, teaching presence and social presence elements in CoI framework. Results showed: (1) learners had low level of rubric awareness at the beginning of the course (2) intervention facilitated scaffolding (3) learners re-conceptualized writing and the role of rubric, and (4) asynchronous peer feedback increased rubric awareness and competency in writing. Implications are discussed in relation to adult international and immigrant language learners, task-based language teaching, and the interface between automatized explicit and implicit knowledge of rubric criteria in rubric based second language curriculum.en_US
dc.identifier.citationKunnel, J. (2021). Raising awareness about task assessment rubrics in task based language teaching (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39212
dc.identifier.urihttp://hdl.handle.net/1880/113886
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjecttask assessment rubricen_US
dc.subjectTask-Based Language Teachingen_US
dc.subjectSecond Language Acquisitionen_US
dc.subjectsecond language writingen_US
dc.subjectCommunity of Inquiryen_US
dc.subjectadult ESLen_US
dc.subjectexplicit knowledgeen_US
dc.subjectimplicit knowledgeen_US
dc.subjectself-regulated learningen_US
dc.subjectraising awarenessen_US
dc.subjectcritical thinkingen_US
dc.subjectaction researchen_US
dc.subjectinternational and immigrant studentsen_US
dc.subjectwriting skillsen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Higheren_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Tests and Measurementsen_US
dc.subject.classificationLinguisticsen_US
dc.titleRaising Awareness about Task Assessment Rubrics in Task Based Language Teachingen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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