Literaturnachweis - Detailanzeige
Autor/inn/en | Gass, Susan; Van Gorp, Koen; Winke, Paula |
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Titel | Using Different Carrots: How Incentivization Affects Proficiency Testing Outcomes |
Quelle | In: Foreign Language Annals, 52 (2019) 2, S.216-236 (21 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Gass, Susan) ORCID (Van Gorp, Koen) ORCID (Winke, Paula) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0015-718X |
DOI | 10.1111/flan.12389 |
Schlagwörter | Language Proficiency; Second Language Learning; Second Language Instruction; Language Tests; Computer Assisted Testing; Gender Differences; Reading Tests; Student Motivation; Scores; Action Research; Spanish; College Second Language Programs; Rating Scales; Grades (Scholastic); Undergraduate Students; Incentives; Exit Examinations; Oral Language; ACTFL Oral Proficiency Interview Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Geschlechterkonflikt; Lesetest; Schulische Motivation; Projektforschung; Spanisch; Rating-Skala; Notenspiegel; Anreiz; Final examination; Abschlussprüfung; Oral interpretation; Mündlicher Sprachgebrauch |
Abstract | This study represents program-level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end-of-year testing was whether the students were doing their best on assessments. To investigate this, 253 end-of-second-year students were divided into two experimental conditions: (a) 95 students received up to 10% of their final grade based on meeting the speaking goal, and (b) 73 students received up to 5% of their grade on the same criterion. Eighty-five students formed a control group with no grading incentive. All took ACTFL tests in speaking (the Oral Proficiency Interview-computerized [OPIc]), listening (Listening Proficiency Test), and reading (Reading Proficiency Test). The group whose OPIc score counted for 10% performed significantly higher than other two groups. Females were more positively affected by the incentivization. Programs with language goals should consider incentivized proficiency-based exit tests to motivate their students (Chalhoub-Deville, 1997). (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |