Computer-based language assessment: a formative approach

ReCALL ◽  
1997 ◽  
Vol 9 (1) ◽  
pp. 15-21 ◽  
Author(s):  
Rosario Kane-lturrioz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Technology ◽  
Intelligent Tutoring Systems ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Immediate Feedback ◽  
Tutoring Systems ◽  
Computer Based ◽  
New Research

This paper analyses new research into learner-assisted testing. The results of this research, in addition to advances in computer technology and programming, have opened up the possibility of helping students to learn more effectively by providing immediate feedback or further information in the form of clues or hints. The implications of these developments regarding a formative approach to assessment and autonomous learning are reviewed. Finally, innovative approaches within computer-based assessment of language learning, such as modules entirely taught through the use of computer courseware and CAL methods, and applications of Intelligent Tutoring Systems (ITS) to foreign language learning, are discussed.

scholarly journals THE ROLE OF TECHNOLOGY IN EFL CLASSROOM

2014 ◽  
Vol 1 (2) ◽  
pp. 107-118
Author(s):  
Fahri Haswani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Ministry Of Education ◽  
Conceptual Foundation ◽  
Computer Based ◽  
English Speaking ◽  
Based Instruction

In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

scholarly journals The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

2021 ◽  
Vol 16 ◽  
pp. 23-31
Author(s):  
Leila Najeh Bel’Kiry
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Language Learner ◽  
Language Anxiety ◽  
Sensitive Period ◽  
Foreign Language Anxiety ◽  
Psychological Phenomena ◽  
Classroom Language

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

scholarly journals Difficult contrasts: an analysis of phonemic distinctions in the English of young Norwegian learners seen against the backdrop of incidental foreign language learning

2014 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Kåre Nitter Rugesæter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
L2 Acquisition ◽  
Language Competence ◽  
Foreign Language Acquisition ◽  
Passive Exposure ◽  
Computer Based ◽  
State Schools ◽  
Made In

Norwegian children in the 21st century are quite massively exposed to English as an L2, primarily through subtitled television programmes, films and various computer-based activities. The article investigates to what extent this passive exposure influences their basic phonological competence in the L2 by analyzing their ability to actively distinguish between certain phoneme pairs in English which are considered difficult for Norwegian learners, mainly due to interference from the phonemic system in their L1. The data material was collected through 136 recordings of 11-16 year old pupils in ten Norwegian state schools. By comparing the results to similar studies made in Norway 20-35 years ago, at a time when young people's exposure to English was considerably more limited, the article discusses the effects of incidental foreign language acquisition on young people's L2 competence. The discussion is also placed in the light of recent, international research in this field. By critically investigating some of the findings of that research, the article furthermore attempts at problematizing the concept of L2 acquisition by focusing on the distinction between active and passive language competence. The findings indicate that basic L2 phonological competence is in no way automatically enhanced by passive exposure to the language. The article points to the necessity of structured teaching programmes to counterweight the complexity and variations in the L2 input that young people encounter in their media based exposure to the L2.

scholarly journals The use of interactive media in foreign language learning

1990 ◽  
Vol 6 (1) ◽  
Author(s):  
Peter Olaf Looms
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interactive Media ◽  
Foreign Language Learning ◽  
Multimedia Databases ◽  
External Funding ◽  
Authentic Materials ◽  
The United Kingdom ◽  
The Usa ◽  
Computer Based

<span>This paper discusses the use of interactive videodiscs and CD-ROMs in connection with the learning of foreign languages in Denmark and selected countries (Australia, France, the Netherlands, the United Kingdom and the USA). Discs currently being used include specially produced language discs, authentic materials (films and documentaries), multimedia databases and discs originally developed outside Denmark for use in subjects other than languages. The hardware required ranges from a monitor, simple LaserVision player and remote control to computer-based systems with one or two screens. Many of the materials in use or under development suffer from the fact that they are designed for use by individuals on hardware configurations costing between US$4,000 - $10,000. The paper includes suggestions for external funding and potential partners for EC applications, as well as a listing of institutions currently working in the field.</span>

scholarly journals Einsatz eines didaktisch gelenkten Chatrooms im Fremdsprachenunterricht

2003 ◽  
Vol 15 (3) ◽  
Author(s):  
Lela-Rose Engler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
Target Language ◽  
Synchronous Communication ◽  
Language Abilities ◽  
Language Classes ◽  
Development Of Language ◽  
New Research

The use of virtual chatrooms for foreign language learning processes has lead to new research questions in the area of language acquisition. Assuming the differences between tutored and untutored chats tutored chats do not only offer the opportunity of synchronous communication between native and non-native speakers but also support the development of language abilities as reading and writing in the target language. In distance learning they can substitute for missing oral conversational classes. The conditions which either do or do not support the use of chatrooms have to be taken into account for planning and evaluating distance foreign language classes.

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