Evaluating computer-based and paper-based versions of an English-language listening test

ReCALL ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 193-211 ◽  
Author(s):  
DAVID CONIAM
Keyword(s):  
Hong Kong ◽  
English Language ◽  
School Students ◽  
Listening Test ◽  
School Based ◽  
Testing Facility ◽  
Significant Difference ◽  
Computer Based ◽  
Computer Based Testing ◽  
Grade 11

This paper describes an English language listening test intended as computer-based testing material for secondary school students in Hong Kong, where considerable attention is being invested in online and computer-based testing. As well as providing a school-based testing facility, the study aims to contribute to the knowledge base regarding the efficacy and reliability of computer-based testing. The paper describes the construction of an item bank of over 400 short listening items calibrated on item response theory principles. Items from this bank were used to form a traditional paper-based listening test, and an adaptive computer-based test. Both forms of the test were administered to two Hong Kong Grade 11 and Grade 12 classes. Descriptive test statistics indicated that both test types discriminated effectively between school grades. In terms of comparability between test types, there was significant difference between the Grade 11 classes’ performance although not with that of Grade 12. Test takers generally performed better on the computer-based test than on the paper-based test, confirming earlier research. Interviews with test takers after taking both tests indicated an even split in terms of preference, with boys opting for the computer-based test and girls the paper-based test. Correlations between test takers’ performance on the two test types were high enough to indicate the computer-based test’s potential as a low-stakes test (its intended purpose as a school-based testing facility), although not as a high-stakes test (for example, as a territory-wide test replacing a traditional paper-based test).

Motives for using social media among post-basic education students (11-12) in Al-Buraimi Governorate schools in the Sultanate of Oman: دوافع استخدام وسائل التواصل الاجتماعي لدى طلبة مرحلة التعليم ما بعد الأساسي (11-12) بمدارس محافظة البريمي بسلطنة عُمان

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Abdelfattah Mohammed Said Alkhawaja, Shahin Mohammed Ali Kam
Keyword(s):  
Social Media ◽  
Basic Education ◽  
Sultanate Of Oman ◽  
Education Students ◽  
School Students ◽  
The Public ◽  
Significant Difference ◽  
Time Type ◽  
Grade 11

The main of this study is to identify the motivation for using social media among grade (11-12) school students at Al-Buraimi governorate in Oman through the following variables (class, gender, time, type of media mostly visited & the purpose of using the site). Among sample (240 male & female) students, who were distributed into 13 different schools from Al-Buraimi, mahdah & as-sunaynah. A questionnaire of motivation for using Social Media has been used. The sample percentage was 13% of the whole population target. The results showed that there are no statistical differences between grade 11 and grade 12 students in using social media. In addition, there is no significant difference in (gender) in using social media. Also, the study revealed that the most highlighted usage of social media amongst the study sample was for exploring the public culture. While the results showed that the number (155) of the study sample, which means (60%), they are using social media according to the available conditions. (47.9%) percentage of the sample was on social media about (1-3 hours). The most popular site was Instagram. The study recommended activating the role of the school administration, teacher & social worker in the school for helping students to take the benefit from social media & address the negative aspects of these means through school radio, lectures, seminars, scientific journals & etc.

scholarly journals Computer Dictionaries and Encyclopedias in Teaching English as a Second Language

1970 ◽  
pp. 55-62
Author(s):  
Damira Jantassova ◽  
Safura Zhilkishenova ◽  
Elena Klukina
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Free Access ◽  
Information Communication ◽  
School Students ◽  
Experimental Teaching ◽  
Computer Based

The objective of this paper is to explore one of the aspects of the problem of the use of information communication technologies in English as a Second Language teaching and learning. There has been studies on the effectiveness of computer dictionaries and encyclopedias in teaching and learning English language as well as the attitude of school English teachers to the application of computerbased inquiry software that are considered to be new in Kazakhstani comprehensive education. This article argues that computer dictionaries and encyclopedias contribute to development of English language learning by providing a teacher and a learner with a didactic tool for free access to a variety of materials, comfortable information search opportunities, and communication as well. The study that was conducted in Karaganda city high school, Kazakhstan, shows that the computer dictionaries and encyclopedias motivate school students to learn English language more enthusiastically. Key words: computer-based inquiry software, hypermedia, language skills, experimental teaching DOI: 10.3126/nelta.v14i1.3091 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 55-62

Destigmatizing psychosis: Investigating the effectiveness of a school-based programme in Hong Kong secondary school students

2018 ◽  
Vol 13 (4) ◽  
pp. 882-887 ◽  
Author(s):  
Christy L.M. Hui ◽  
Whitty W.T. Leung ◽  
Andreas K.H. Wong ◽  
Ka Yan Loong ◽  
Joy Kok ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
School Based

Language and Literature Division, Faculty of Education, Hong Kong University

2009 ◽  
Vol 43 (1) ◽  
pp. 108-112
Author(s):  
XIE Qin ◽  
Stephen Andrews
Keyword(s):  
Hong Kong ◽  
Primary Schools ◽  
English Language ◽  
Language Teaching ◽  
Full Time ◽  
School Based ◽  
Wide Range ◽  
Language And Literature ◽  
Faculty Of Education ◽  
The Impact

The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are very active in conducting their own research, much of which is rooted in classrooms and focuses on issues that directly concern the teaching and learning of languages, such as reading literacy, school-based assessment and assessment for learning in English Language, the teaching of Chinese characters, and good practices in English Language Teaching in Hong Kong secondary schools (see http://good-practices.edb.hkedcity.net/). Colleagues in the English Language area have played important roles in the HKU Strategic Research Theme ‘Language in education and assessment’. This initiative brought together staff from a range of disciplines in various forms of language-related research collaboration, culminating in two large and highly successful international conferences in June 2008: one focusing on language awareness and the other on language issues in English-medium universities (see http://www.hku.hk/clear/).

AN EXPLORATORY CROSS-SECTIONAL STUDY OF INTERLANGUAGE PRAGMATIC DEVELOPMENT

2000 ◽  
Vol 22 (1) ◽  
pp. 27-67 ◽  
Author(s):  
Kenneth R. Rose
Keyword(s):  
Hong Kong ◽  
Speech Acts ◽  
Primary Schools ◽  
English Language ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Pragmatic Development ◽  
Compliment Responses

This paper reports the results of an exploratory cross-sectional study of pragmatic development among three groups of primary school students in Hong Kong who completed a cartoon oral production task (COPT) designed to elicit requests, apologies, and compliment responses. The first two of these speech acts are among the most well represented in the pragmatics literature and are also included in the Hong Kong English language syllabus for primary schools. The latter has also been studied extensively but is not part of the syllabus. Data was collected in Cantonese using the same instrument. Although a number of developmental patterns are revealed—particularly in choice of request strategy, frequency of supportive moves, and use of adjuncts with apologies and compliment responses—there is little evidence of sensitivity to situational variation or pragmatic transfer from Cantonese. This study adds to the small, but growing, body of research on pragmatic development in a second language.

Daily Living and Study Habits and the Academic Achievement of Secondary School Students in Hong Kong

1994 ◽  
Vol 79 (1) ◽  
pp. 231-234 ◽  
Author(s):  
Tse Ka On ◽  
David Watkins
Keyword(s):  
Academic Achievement ◽  
Hong Kong ◽  
Daily Living ◽  
English Language ◽  
Study Habits ◽  
School Students ◽  
Language Competence ◽  
Study Habit ◽  
Nonverbal Ability ◽  
English Competence

Responses of 80 Hong Kong first-year high school girls to a test of nonverbal ability and a questionnaire about their daily living and study habits plus English-language competence scores were investigated as predictors of academic achievement in six school subjects. Only the ‘daily living habit’ and ‘study habit’ items concerning amount of homework and revision time correlated significantly with school subject grades but even these items did not improve the predictive power obtained by entering the nonverbal ability and English competence scores in the regression equation. The findings question the value of instructing girls to watch their nutrition, sleep, and time spent watching television or on the telephone.

scholarly journals Acquisition of Language Proficiency in English Among Senior High School Students from the Different Strands

2021 ◽  
Vol 2 (1) ◽  
pp. 69-75
Author(s):  
Kerny M. Macado ◽  
Felix M. Diano Jr.
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
Language Proficiency Test ◽  
Senior High School Students

Using a quantitative-comparative design, this study compares the language proficiency of the Senior High School Students of a certain University from the five (5) different strands; Science-Technology-Engineering-Mathematics (STEM), Humanities-Education-Social Sciences (HESS or HUMSS), Business-Accountancy-Management (BAM or ABM), Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) and determine on which of these strands excels in the language proficiency test. There are 40 students randomly selected per strand. They are tested using the Language Proficiency Test in English. The one-way Analysis of Variance was utilized in the study. The findings reveal that there is a significant difference (p<0.05) in the English language proficiency of the students from the five (5) strands. Moreover, the students from the STEM strand excel from the other strands. This further indicates that the STEM students are more superior and developed on the academic literacy, alternative understandings and adequate formulation of theories and concepts in dealing with different variations of linguistics skills.  

scholarly journals SELF CONCEPT, PARENTAL SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KEBBI STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 12
Author(s):  
Haruna Sani Aliero
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
English Language ◽  
Economic Status ◽  
Self Concept ◽  
School Students ◽  
Senior Secondary School ◽  
Socio Economic Status ◽  
Significant Difference ◽  
Senior Secondary

 The main thrust of the paper is to determine if there is any significant difference between socio – economic status, self-concept and academic performance of SS1 students in Kebbi State. The sample was made up of 360 (180 boys and 180 girls) drawn from the population of senior secondary school one (S.S.I) from six Senior Secondary Schools in Kebbi State. Akinboye’s Adolescent Personal Data Inventory (APDI) by Akinboye (1985) and the Adopted version of Parental Socio- Economic Status Questionnaire (PSESQ) by Adegoke (1987) were used to measure Self-concept and Parental Socio-economic Status respectively. The reliability coefficient of the instruments was (0.85 and 0.79) for APDI and (0.82 and 0.78) for PSESQ respectively. Academic Performance was obtained using the students’ scores in English Language and Mathematics in the Junior Secondary School Certificate Examination of 2015/2016 session. Two hypotheses were generated and tested using t- test. The findings of the study indicated that there was significant difference between Parental Socio-economic Status and Academic Achievement. There was also significant difference between Self-concept and Academic Performance of students. The findings were discussed and their implications and recommendations highlighted. It was recommended that teaching became more meaningful when pupils are assisted to build a positive self-concept. Similarly, parents should show more concern in helping their children develop positive self-concept. Teachers should also take into consideration the socio-economic background of their students.

scholarly journals The Feasibility of Computer-based Testing in Palestine Among Lower Primary School Students: Assessing Mouse Skills and Inductive Reasoning

2019 ◽  
Vol 9 (2) ◽  
pp. 1 ◽  
Author(s):  
Mojahed Mousa ◽  
Gyöngyvér Molnár
Keyword(s):  
Primary Schools ◽  
Inductive Reasoning ◽  
Computer Usage ◽  
Early Age ◽  
Primary School Students ◽  
School Students ◽  
Online Test ◽  
Reasoning Test ◽  
Computer Based ◽  
Computer Based Testing

This study introduces and explores the potential of using computer-based testing at Palestinian schools. It investigates the developmental level of mouse skills among year 2 and 3 students and tests the applicability of an online test measuring pupils’ inductive reasoning. The sample for the study was drawn from year 2 (N=28) and 3 (N=29) students in Palestinian primary schools (Mean_age=7.5; SD=.50). The instruments consisted of 28 figural items for the mouse usage test and 36 figural items for the inductive reasoning test. The eDia system was used to collect the data. The reliability coefficient of the mouse usage and inductive reasoning tests were .75 and .915, respectively. Results showed that the mouse usage test was easy (M=90.53% SD=9.67%), while the inductive reasoning test was moderately difficult for the students at this age (M=44.15, SD=24.28). The frequency of computer usage did not influence test achievements. There were no gender level differences detectable in students’ mouse skills. Girls achieved significantly higher in the inductive reasoning test (M_girls=50.88, M_boys=37.67; t=-2,15, p<.05). The results proofed that computer-based testing can be used in Palestine and it can work effectively even when it comes to early age pupils.

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