Comparing the Effects of Computerized Formative Assessment vs. Computerized Dynamic Assessment on Developing EFL Learners' Reading Motivation, Reading Self-Concept, Autonomy, and Self-Regulation

Autor/inn/en	Estrada-Araoz, Edwin Gustavo; Sayed, Biju Theruvil; Niyazova, Gulnorakhon Gulyamovna; Lami, Desta
Titel	Comparing the Effects of Computerized Formative Assessment vs. Computerized Dynamic Assessment on Developing EFL Learners' Reading Motivation, Reading Self-Concept, Autonomy, and Self-Regulation
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 39 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Estrada-Araoz, Edwin Gustavo) ORCID (Sayed, Biju Theruvil) ORCID (Niyazova, Gulnorakhon Gulyamovna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00253-1
Schlagwörter	Foreign Countries; Students; English (Second Language); English Language Learners; Computer Assisted Testing; Formative Evaluation; Evaluation Methods; Reading Motivation; Self Concept; Personal Autonomy; Self Management; Student Improvement; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Student; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Lesemotivation; Selbstkonzept; Individuelle Autonomie; Selbstmanagement; Bangladesch
Abstract	This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students' motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study's sample subject based on the Preliminary English Test (PET) results. Using the convenience sampling method, three equal groups--one control and two experimental ones (dynamic and formative) (n = 29)--were randomly selected. Pretests were then taken by each of the three groups to assess their reading motivation, reading self-concept, autonomy, and self-regulation. Then, various treatments were presented to the groups. The control group students underwent conventional assessment. C-DA was administered to students in the first experimental group participants, while CFA was run in the second experimental group. At the treatment finished, the groups completed reading motivation, reading self-concept, autonomy, and self-regulation posttests. The data were examined using the one-way ANOVA test as well as the post hoc Scheffe test. The one-way ANOVA analysis showed that the three groups' posttest outcomes varied. The C-DA group outperformed the computerized formative group in reading motivation, reading self-concept, autonomy, and self-regulation, according to the data analysis. It was found that C-DA helped EFL students improve their motivation in reading, reading self-concept, autonomy, and self-regulation. Finally, recommendations for further studies were offered along with the conclusions, implications, and limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01