Grading Classroom Oral Activities
Effects on Motivation and Proficiency
Bibliographic Data
| ID | 8936554 |
|---|---|
| Authors | Sidney L Hahn (corresponding author), Tamara Stassen, Claus Reschke (University of Houston) |
| Year | 1989 |
| Volume | 22 |
| Issue | 3 |
| Pages | 241-248 |
| Publication date | 1989-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1989.tb02743.x |
| OpenAlex | W2068215634 |
| Language | EN |
| Citations received | 4 |
| References cited | 5 |
The purpose of this pilot study was to gather initial information on the effects of grading on oral production and attitude of high school students in firstyear German classes. The following questions were addmsed in the study: Are structured situational practice activities sufficient, or will students who are graded during situational practice activities be better able to communicate orally than students who are not graded? Is gmding in the form of points counted in the student's final evaluation a motivator or incentive to work harder during such activities? Two groups of beginning German students were studied, one graded, one not graded on their oral perforrnance over the first srjc months of the school term. Each student was then rated in an oral proficiency interview administered by a certified Oral Proficiency Interviewer (OPI), and each student completed an attitude survey. Results indicated that there were differences in proficiency as related to grading for individual students, but no significant difference was found between the two groups, nor again when interaction effects of age, ability, achievement, and learning style were considered. Constrasting attitudes toward grading were expressed by the two groups. The non‐graded group would like to have been graded; the graded group considered grading stressful and nonproductive. The results have interesting implications for teachers and indicate a need for further investigation of the effects of grading with larger numbers than we were able to use in the pilot study
Certification · German · Grading (engineering · Interview · Language proficiency · Linguistics · Mathematics education · Medical education · Pedagogy · Significant difference · Situational ethics · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Medicine · Psychology · Second Language Learning and Teaching · Social Psychology
| Citations per year | 0.11 |
|---|---|
| Citation span | 1991 - 2025 (35) |
| Highly cited | No |