Formative Self-assessment and Identity in Language Learning

Abstract

This research project explores the development of self-assessment, as a form of formative assessment, with Algerian language learners. The contribution of this study is in conceptualising and understanding assessment not as a tool or a skill to be used only when needed, but rather as an identity that language learners construct. Thus, understanding the Algerian English language learner’s construction of a self-assessor’s identity went through three layers of investigation. First, the multiplicity and complexity of the participants’ identities have been investigated, then the factors that shaped the identities of the five cases have been explored, and finally the ways those factors helped in the construction of a self-assessor’s identity have been discussed. The answer to these three objectives provides novel insights into the construction of a self-assessor’s identity. To address these three layers of investigation, a mixed method’s research design–a survey and five case studies– was implemented. The quantitative survey investigated the perceptions of 518 participants on four language identities (Arabic, French, English and Tamazight), and on investment in learning English inside and outside the classroom. The qualitative case studies, through dairies and follow-up interviews, provided detailed narratives with deeper investigation of the relationship between investment, self-assessment and language learner identity. The results suggest that the participants developed multiple identities as language learners and language users. The case studies illustrate how the activities they were engaged in like geek events or reading contributed significantly to language learning. The findings revealed eight factors that influenced the participants’ construction of their identities, namely: technology, environment, hobbies, family, friends, video games, music and YouTube. In relation to self-assessment, the learners who were successful and confident users of English had the practice of self-assessment integrated in their daily use of English. In addition, the study showed that the participants who had a strong desire to develop an English language user’s identity enjoyed the learning process, and when they enjoyed learning English through enjoyable activities, that feeling of joy fuelled the desire to invest more in learning English.

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Identifiers

ORCID for Seif Eddine Ziad: orcid.org/0000-0002-9992-075X

ORCID for Ying Zheng: orcid.org/0000-0003-2574-0358

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