Abstract
This thesis examines the impact of performance-based assessment on university ESL learners' motivation. To reach this aim, data were collected from 21 international ESL students taking an intensive oracy course for non-native speakers. Online motivation questionnaires were used in order to find out how these learners responded emotionally and motivationally to performance-based assessment, specifically an oral presentation project both before and after the project. The results revealed that the students responded positively to this type of project. However, their motivational and emotional states varied across time depending on their experience with the oral presentation, their performance, and the cohesion of their group.
Advisor
Glen T. Poupore
Committee Member
Karen E. Lybeck
Date of Degree
2015
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
Department
English
College
Arts and Humanities
Recommended Citation
Koné, K. (2015). The Impact of Performance-Based Assessment on University ESL Learners' Motivation [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/402/
Creative Commons License
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Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, Other Mental and Social Health Commons
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