Action research in the communicative language classroom: using alternative assessment techniques with efl secondary-school students

Authors

  • Lucía Fraga Viñas Universidade da Coruña
  • María Bobadilla Pérez Universidade da Coruña

Keywords:

EFL, Secondary Education, alternative assessment, action research project

Abstract

The Council of Europe, through the Common European Framework of Reference for Language, Teaching and Assessment (CEFRL), has been promoting communicative competence since 2001. This boost has introduced some changes in the teaching-learning process of English as a Foreign Language is Spain: the methodological use of the communicative approach in the classrooms, the practice of the four skills in the class, and the theoretical implications that Gardner’s Multiple Intelligences theory has in the planning and design of classroom activities. But, in spite of that, academic results are still not very remarkable and the rates of academic failure are not decreasing since English is still a challenging subject for many Secondary School students. In addition, test evaluation is still the predominant assessment method in most of the schools. The current case study intends to provide the educational community with some results obtained from the implementation of some alternative assessment and evaluation methods in an actual high-school in Spain.

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References

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Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), Cambridge, Cambridge University Press.

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Gardner, H. (1989): «Educational Implications of the Theory of Multiple Intelligences», Educational Researcher, 18, pp. 4-10.

Janisch, C.; Liu, X.; Akrofi, A. (2007): «Implementing Alternative Assessment: Opportunities and Obstacles», The Educational Forum, vol. 71, pp. 221-230.

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Mclaren, N.; Madrid, D.; Bueno, A. (eds.), (2005): TELF in Secondary Education: handbook and workbook, Granada, Universidad de Granada.

Miller, N. (2002): Alternative Forms of Formative and Summative Assessment, edited by John Huston and David Whigham, Glasgow Calcedonian University

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Published

2015-03-26

How to Cite

Fraga Viñas, L., & Bobadilla Pérez, M. (2015). Action research in the communicative language classroom: using alternative assessment techniques with efl secondary-school students. Huarte De San Juan. Filología Y Didáctica De La Lengua, (15), 67–77. Retrieved from http://revista-hsj-filologia.unavarra.es/article/view/3100

Issue

No. 15 (2015)

Section

Estudios

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