Author(s)

Gayathree Chandran, Harwati Hashim^*

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

The concept paper discusses the self-paced formative assessment in the context of the ESL classroom vocabulary instruction. In this paper, the concept is discussed along with the history and emergence of language learning strategies from the core of language theories. The explorations of past studies reveal the importance of an assessment method that helps learners identify their needs and their preferred learning strategies. The self-paced assessment technique is described as self-directed and important in helping learners acquire vocabulary more effectively. The study focuses on past studies that document the implications, issues of employing self-paced assessment in the second language classroom, the advantage and constrains on self-paced assessment in contextof second language classroom. Primary ideas like word recognition, the three-tier model and word meanings are discussed to elaborate the concept of self-paced assessment and how it should work in vocabulary instruction. The major implications of this study are in the designing and implementation of second language lessons where teachers should focus more on providing room for learners to direct their assessments. As for future researches, a sound methodology for experimentation is recommended to fully explore the feasibility of self-paced assessments in the ESL classroom. It is believed that self-paced formative assessment would enhance vocabulary mastery among ESL learners. Hence, this paper explains how self-paced formative assessment assists in learning vocabulary.

Self-Paced Formative Assessment, Learning, Vocabulary

Chandran, G. and Hashim, H. (2021) Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary. Creative Education, 12, 140-150. doi: 10.4236/ce.2021.121010.