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The purpose of this study is to design a self-assessment model and put it into primary English class. This study also aims to investigate not only how teachers perceive the selfassessment they currently use but how students see new self-assessment using AI chatbots. To the research, a model of self-assessment using an AI chatbot was designed and implemented by considering the teaching schedule and the assessment context of the school. A survey was also conducted to gain what the teachers believed regarding the self-assessment, then a meta-cognition questionnaire including interview questions was constructed to obtain what the students did and what they perceived while assessing themselves. According to the results of the study, the self-assessments operated properly.

The participant teachers neither use self-assessment as a major assessment method nor utilize it for school records as they believed that the result of the student self-assessment would be subjective and unreliable. However, the results of the study indicate that students are able to play a role as an assessor with an appropriately developed rating scale and careful guidance. The students also used their meta-cognitive strategies properly while doing the assessment. Some implications are presented in the last part of the study.

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권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 목차
Learning-oriented classroom assessment in the Korean secondary school context Hyun Jung Kim, Gi Jung Kim p. 11-25
Exposing an uneven playing field : national accreditation and score conversion among English proficiency tests Yong-Won Lee, YoungYu Yang p. 27-48
Hong Kong EFL learners' politeness strategy use in production and perception of requests and refusals Hiu Wai Chan, Jookyoung Jung p. 49-69
(An) item analysis of the mock CSAT English test Hye Rang Om p. 71-97
ERT 환경에서 진행된 교양영어 온라인 수업의 학업성취도와 관련된 학습변인에 대한 고찰 = The examination of the learning variables affecting academic achievement of an online general English course in the emergency remote teaching environment 박은경, 김정태 p. 99-119
중학교 영어 서·논술형 교수학습·평가 연계를 위한 프로토타입 개발 = Development of a prototype for the alignment between learning and teaching and assessment on sentence-to-short essay writing for middle school 주헌우 p. 121-143
AI 챗봇 활용 초등영어 자기평가 모형 설계 및 적용 = A design of self-assessment model using AI chatbot and its application into primary English class 심규남, 추성엽, 권해경, 이수민, 민덕기 p. 145-165
초등학생 대상 AI 챗봇 자동발음평가 적용 사례 연구 = An application of an AI chatbot automatic pronunciation scoring system to elementary school students 최원경 p. 167-185
고등학교 영어 수행평가와 정기고사의 수능 영어 모의고사 예측 = The prediction of the English preliminary CSAT by high school English performance test and regular English exam 이명순 p. 187-204
수능 영어영역 절대평가 코퍼스 기반 난이도 분석 = A corpus-based analysis of linguistic difficulty of the CSAT English section under absolute grading 김수명 p. 205-227
아시아 EFL 3개국 대학입시 영어읽기지문 코퍼스 비교 분석 = A corpus based comparative study on the high-stakes tests in Asian EFL countries 박지영 p. 229-258
언어자료와 시각자료에 근거한 평가방법의 효과성 비교 분석 = A comparative analysis of impacts of assessment using context and visual aid 문종근 p. 259-287
유튜브를 활용한 대학생의 영어학습이 학습동기와 학습태도에 미치는 영향 = The effect of college students' English learning using YouTube on their learning motivation and learning attitude 이지연 p. 289-316

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