Catering to Assessment Needs of Students of English -- CALL to the Rescue?

Autor/in	Buczek-Zawila, Anita
Titel	Catering to Assessment Needs of Students of English -- CALL to the Rescue?
Quelle	In: Teaching English with Technology, 21 (2021) 2, S.38-65 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Student Needs; Student Evaluation; English (Second Language); Second Language Instruction; Second Language Learning; Pronunciation; Phonetic Transcription; College Freshmen; Self Efficacy; Security (Psychology); Test Anxiety; Computer Assisted Testing; Test Format; Game Based Learning; Integrated Learning Systems; Self Management; Feedback (Response); Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Aussprache; Lautschrift; Studienanfänger; Self-efficacy; Selbstwirksamkeit; Security; Psychology; Sicherheit; Examination phobia; Testangst; Prüfungsangst; Testentwicklung; Selbstmanagement; Ausland; Polen
Abstract	The study focuses on the process of assessing (a micro-skill) goal attainment in EFL pronunciation course via measures which can foster different students' attitudes and self-perceptions. Standard (pen-and-paper) tests offer immediate evidence of success but they put heavy demands on students' cognitive, performance and stress-controlling skills. CALL-related techniques can be used as supplementary ones, even if technically assessing different sub-skills, "Kahoot" or "Moodle" quizzes can complement and re-orientate the assessment as well as the learning processes. To investigate the impact of the diverse assessment measures a small-scale research was conducted among Year 1 students of the English Department at the Pedagogical University in Kraków. They are participants in a 90-hours-a-year pronunciation course, where one of the components involves mastering transcribing skills. The specific element of the course evaluated by standard and CALL-related measures in the study were the phonetic variants of the -es and -ed endings in English. Through analysis of test scores, coupled with the ideas obtained via semi-structured interviews, the study hoped to verify the claim that matters such as student comfort, instant individual feedback and personal safety are most efficiently handled by the "Moodle" quizzes. Apart from providing well-balanced scores, they offer the least-threatening, stress-free environments for learning and assessment, thus developing students' self-monitoring their progress. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01