Using Formative Assessment in a Blended EFL Listening Course

Thi Thanh Nga Tran, Qing Ma
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引用次数: 6

Abstract

This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.
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在混合式英语听力课程中运用形成性评价
本文探讨了以形成性评估为基础的混合式英语作为外语(EFL)听力课程如何影响学生对自己听力表现的认知,以及他们在课程中可能遇到的困难。这项研究是在越南顺化外国语大学进行的。60名英语专业的学生参加了这项研究。采用李克特5分问卷和半结构化访谈法收集数据。结果显示,学生对在混合语言课堂中使用在线形成性评估有积极的看法。研究结果表明,在线学习平台支持学习者体验丰富的在线学习资源,积极参与灵活、个性化的学习环境,有效地锻炼他们的听力技能。在困难方面,缺乏技术技能和与社交策略相关的焦虑被认为是限制学习者参与同伴反馈活动和协作学习社区的共同挑战。
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来源期刊
CiteScore
3.00
自引率
14.30%
发文量
49
期刊介绍: The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.
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