EFLライティングにおける，授業目標とルーブリック評価， 学習者の認知との関係

抄録

The aim of the study is to explore how lesson goals and rubric evaluations affect the learners’attitudes in EFL writing. In the first study, under lesson goals, the students outlined a story and completed their first writing and evaluated it with a rubric. After summarizing the rubrics, they outlined a story, completed their second writing and filled in a questionnaire. It explored how the goals and the evaluations were related to their affect and recognition. The result showed significant improvement in the quality and quantity of EFL writing. The first evaluation can foresee not their second attitudes but their first attitudes and the second evaluation. In the second study, they evaluated their recognition about the evaluation. Thirteen scales on selfcognition using rubrics evaluation were constructed and analyzed. The result revealed that the goals and evaluations positively and complementarily affected them.