Favoring 7th Graders’ Performance in Oral Assessment Tasks in the English Class
Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Cátolica Luis Amigó
Abstract
This was a qualitative exploratory study aimed at describing how a 7th-grade class faced oral assessments in the English class. Data collection instruments included a diagnostic oral assessment task, three questionnaires, class observations and a research journal. They allowed to generate information about participants’ emotions and practices before and during oral assessments in the English, as well as their perceptions of the phenomena. Results revealed that students’ negative emotions can interfere in their performance when facing oral assessment tasks. Therefore, the teacher implemented different strategies in order to cope with these negative emotions to favor students’ performance.
Description
Keywords
Oral assessment, oral tasks, Strategies, Oral performance, Emotions