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Student preferences: Goal-setting and self-assessment activities in a tertiary education environment

University of North Carolina at Charlotte, fkato{at}uncc.edu

This article reports the results of student preferences with respect to intervention studies integrated into college level Japanese language courses in two consecutive years. The initial study was entitled `Goal List Project'; the subsequent amended study was entitled `Self-Assessment Project'. The former project required the students to set individual goals and to commit to the goals in a written document. On the basis of the analysis of the students' responses, the second study excluded the written goal list requirement. Both projects contained common elements of student reflection, self-assessment, documentation of problems/comments and written instructor feedback. Questionnaires (n = 225) were used to investigate the projects from both a quantitative and qualitative perspective. More students recognized the intervention processes used in the Self-Assessment Project as being helpful compared to those used in the Goal List Project. This is indicative of a learner preference for intervention activity dealing with performance self-assessment as opposed to activities that included goal-setting procedures.

Key Words: self-assessment • goal-setting • monitoring • journal-writing • feedback • Japanese language

Language Teaching Research, Vol. 13, No. 2, 177-199 (2009)
DOI: 10.1177/1362168809103447


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