Sustainability in EFL Education: Using a Simple Grading Tool to Improve English Speaking in the New Normal
Keywords:
Rubric, EFL, Assessment, Mixed-method, QuestionnaireAbstract
This study explored the use of a single-point rubric as a self-assessment tool in English as a Foreign Language (EFL) speaking activities among adult students in Thailand, with a focus on sustainability in language education in the “new normal.” The research aimed to develop a refined rubric tailored to adult EFL learners, fostering self-assessment and improving English-speaking abilities. The participants were 36 Thai adult students enrolled in an English Listening and Speaking course at a university. A mixed-methods approach was employed, combining quantitative data from pre-and post-test English speaking activities and qualitative feedback gathered from an expert-validated self-developed questionnaire. The analysis revealed significant improvements in the students’ speaking performance, with the mean score increasing from 14.89 to 17 and the median from 16.5 to 18, indicating the effectiveness of the single-point rubric. Additionally, questionnaire responses highlighted the students’ positive perceptions of the rubric, citing its clarity, ease of use, and its role in promoting autonomous learning. The findings suggest that the single-point rubric is a sustainable tool for enhancing EFL students’ English-speaking skills and encouraging self-directed learning in the new normal.
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