Abstract
This study introduced course grading criteria that value self-focused opinionated writings as opposed to using conventional evaluation methods based on quizzes and examinations from textbooks. These writings were aimed at developing self-identity for a successful college life. With the mission of college education in mind (i.e., the aim of fostering good citizenship-minded adolescents through successful character forming), the study proposed a new pedagogical paradigm in English as a foreign language (EFL) classes. This new approach includes the finding, choosing, and acquiring of critical target language and the necessary communicative abilities needed to pursue the development of true self-image and self-identity in real life contexts beyond college. Hence, a number of self-focused tasks, materials, and evaluation methods were exercised in order to encourage college learners to better describe themselves in a critical manner. Within such a learning environment, they were urged to develop their personal life values, beliefs, philosophy of life, concrete academic purposes, and their envisaged professional life style. Over a one semester period, first-year college learners (N = 55) participated in a classroom-based study using a core weekly EFL course. Data were collected through several types of surveys including a course evaluation administered at the end of the study. The results suggested that the introduction of self-focused written assignments, follow-up oral presentations, and the related course grading were readily accepted by the participants. It was surmised that a self-focused EFL course may change the learners' attitudes and behaviors toward a solid language learning purpose: developing successful self-orienting and authentic selfhood for the maturity of spirit.
