Easy-to-answer web-based questions with considerable explanatory power to predict EFL-learners' basic skills

2013 ◽  
Author(s):  
Atsuko Kuramoto ◽  
Toru Ochi
Keyword(s):  
Basic Skills ◽  
Explanatory Power ◽  
Web Based ◽  
Efl Learners

scholarly journals DIGITAL-BASED LANGUAGE TESTING IMPLEMENTATION DESIGNED FOR EFL LEARNERS

2020 ◽  
Vol 2 (2) ◽  
pp. 129-140
Author(s):  
Magdalena Kartika Sari Tandy Rerung ◽  
Junita Hartono
Keyword(s):  
Learning Process ◽  
Test Method ◽  
Average Score ◽  
Online Program ◽  
Business English ◽  
Learning Program ◽  
Long Distance ◽  
Web Based ◽  
Efl Learners ◽  
E Learning

The technology-based test has been a controversial issue during the last decade. On the other hand, it can offer solutions for an effective long-distance learning or e-Learning program which can be applicable in the situations where learning process is limited either in physically or time-constraint. Despite of monitoring students’ progress assessment is needed to evaluate whether the learning process is effective or not. With the intervention of internet and technology in the education field, this offers many ways to apply assessment for the learning progress. Web-based-test (WBT) offers a great varieties and features which is easily accessed. Furthermore, this research used two kinds of WBT, namely Google Form and Quizizz to look further of some benefits from these types of tests also to investigate its effectiveness. The following study applied the quantitative method where scoring result is gathered and calculated to measure the average score and the most preferable test-method. There were around 66 university students from two different majors. They were taking Business English at their second semester in Bunda Mulia Universit. The tests were conducted during the online program due to the pandemic situation. The finding reveals that both tests have its strongest and weakest points whereas the better result shows that Quizizz is higher than in Google Form.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

2019 ◽  
pp. 311-334
Author(s):  
Naiyi Xie Fincham ◽  
Guofang Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Context ◽  
Web Based ◽  
Language Programs ◽  
Efl Learners ◽  
Online Distance

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

Forum Performance in WBE

2011 ◽  
pp. 260-279
Author(s):  
Erik Benrud
Keyword(s):  
Corporate Finance ◽  
Student Performance ◽  
Statistical Models ◽  
A Priori ◽  
Explanatory Power ◽  
Strong Relationship ◽  
The Other ◽  
Predictors Of Success ◽  
Web Based ◽  
On Line

This chapter combines research into student performance in finance courses and student performance in Web-based courses. The chapter explores how a priori characteristics of individual students can serve as predictors of success in a 100% Web-based course in finance. The statistical models developed in the chapter explain up to 31% of the variation in students’ final grades. The models have significant explanatory power for variation in performance on individual grade-components such as quizzes, tests, and projects. The models have much less predictive power for student performance in the on-line discussion. Yet, there is a strong relationship between the performance in the on-line discussion and the other grade components. This finding suggests that developing on-line discussion skills prior to the start of the course will enhance student performance in other areas of Web-based courses such as introductory corporate finance.

The Effect of Types of Dictionary Presentation on the Retention of Metaphorical Collocations: Involvement Load Hypothesis vs. Cognitive Load Theory

2019 ◽  
Vol 32 (4) ◽  
pp. 411-431
Author(s):  
Yuanjun Dai ◽  
Zhiwei Wu ◽  
Hai Xu
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Conceptual Metaphor ◽  
Explanatory Power ◽  
Efl Learners ◽  
Research Results ◽  
Load Theory ◽  
Involvement Load ◽  
Involvement Load Hypothesis

Abstract Although conceptual metaphor boxes were introduced in Macmillan English Dictionary over a decade ago, the effect of this innovative presentation on the retention of metaphorical collocations remains unclear. To fill this gap, this paper reports on a study involving 70 Chinese EFL learners, who were randomly assigned into three groups. They were exposed to three types of collocation presentation, varying in terms of availability and salience of conceptual metaphor information. The results show that the learners who were exposed to the accessible and salient presentation of metaphor information had the best retention of metaphorical collocations and the shortest lookup time. Two competing theoretical accounts, Involvement Load Hypothesis (ILH) and Cognitive Load Theory (CLT), were compared. It was found that CLT had greater explanatory power in predicting the research results, accounting for why conceptually grouping collocations facilitated the retention of metaphorical collocations.

Learner background factors and learning of second language pragmatics

2014 ◽  
Vol 52 (4) ◽  
Author(s):  
Carsten Roever ◽  
Stanley Wang ◽  
Stephanie Brophy
Keyword(s):  
Poisson Regression ◽  
Speech Acts ◽  
Speech Act ◽  
Length Of Residence ◽  
Web Based ◽  
Efl Learners ◽  
Background Factors ◽  
L2 Pragmatics ◽  
And Gender ◽  
Significant Factors

AbstractLearner background factors have been shown to affect learning of L2 pragmatics, which has been demonstrated especially for proficiency and length of residence. However, these factors have generally been investigated individually, not allowing conclusions as to their relative contributions. In this study, we use Poisson regression to investigate the effect of proficiency, length of residence, gender and multilingualism on learners' comprehension of implicature, recognition of routine formulae and production of speech acts in English. 229 ESL and EFL learners completed a web-based pragmatics test with 12 items per section. We found that only proficiency significantly affected implicature comprehension, length of residence and proficiency were significant factors in the recognition of routine formulae, and proficiency and gender significantly impacted speech act production. Although the effect of proficiency in our study is far greater than for any other background factor, we caution against overemphasizing its importance to learning of pragmatics overall.

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

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