scholarly journals E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)

2022 ◽  
Vol 12 (1) ◽  
pp. 203-211
Author(s):  
Ibtessam Abdulaziz Binnahedh
Keyword(s):  
Student Attitudes ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Applied Linguistics ◽  
Language Testing ◽  
Teacher Preparation Program ◽  
Computer Assisted ◽  
Unpublished Manuscript ◽  
Language And Education ◽  
The Impact

[1] Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. [2] Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why Does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129-146. [3] Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates. [4] Da'asin, K. A. (2016). The attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan. Journal of Education and Practice, 7(9), 10-17. [5] Hughes, A. (1994). Backwash and TOEFL 2000. Unpublished manuscript, commissioned by Educational Testing Service (ETS). The University of Reading. [6] Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36. [7] Jiamin, X., Jinyan, L., & Tianyi, M. (2021). The wash-back effect of reformed CET 6 listening comprehension test. Asian Journal of Education and Training, 7(1), 70-73. [8] Johnson, M.& Shaw, S.(2019). What is computer-based testing washback, how can it be evaluated and how can this support practitioner research?, Journal of Further and Higher Education, 43:9, 1255-1270, DOI: 10.1080/0309877X.2018.1471127 [9] Meseke, Christopher A., Rita Nafziger, and Jamie K. Meseke. (2010). "Student attitudes, satisfaction, and learning in a collaborative testing environment." Journal of Chiropractic Education 24, no. 1: 19-29. [10] Messick, S. (1996). Validity and wash-back in language testing. Language testing. 13(3), 241-256. [11] Saglam, A. L. G. (2018). Can exams change how and what teachers teach? Investigating the washback effect of a university English language proficiency test in the Turkish context. Eurasian Journal of Applied Linguistics, 4(2), 155-176. [12] Tayeb, Y. A., Abd Aziz, M. S., Ismail, K., & Khan, A. B. M. A. (2014). The wash-back effect of the general secondary English examination (GSEE) on teaching and learning. GEMA Online® Journal of Language Studies, 14(3),83-103. [13] Wall, D. (1997). Impact and wash-back in language testing. In C. Clapham & D. Corson (Eds.). Encyclopedia of Language and Education (pp. 291-302). Dordrecht: Kluwer Academic Publishers

LANGUAGE LEARNING THROUGH SOCIAL COMPUTING: OCCASIONAL PAPERS OF THE APPLIED LINGUISTICS ASSOCIATION OF AUSTRALIA, 16.Robert Debski, June Gassin, and Mike Smith (Eds.). Melbourne: ALAA & The Horwood Language Centre, 1997. Pp. viii + 224. A$12.00 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 502-503
Author(s):  
Carol A. Chapelle
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Social Computing ◽  
Applied Linguistics ◽  
Target Language ◽  
The Internet ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

The papers in Language learning through social computing introduce the classroom practices and philosophical underpinnings of computer-assisted language learning (CALL), which builds on collaborative approaches to L2 teaching and learning. The majority of the essays address general issues in collaborative learning through CALL, describing the authors' experience and reflections on L2 activities designed to engage learners in interesting discussions and projects, many of which rely on target language materials from the Internet.

scholarly journals Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 253-273 ◽  
Author(s):  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relative Effectiveness ◽  
Computer Assisted ◽  
Multimodal Learning ◽  
The Impact ◽  
Language Teaching And Learning

AbstractMultimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example ofSecond Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities inSecond Lifehighlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.

Enterprise as a Career Choice

2013 ◽  
pp. 343-362
Author(s):  
Andre Mostert ◽  
Abdulbasit Shaikh
Keyword(s):  
Student Attitudes ◽  
Teaching And Learning ◽  
Online Survey ◽  
Career Guidance ◽  
Youth Unemployment ◽  
Career Pathways ◽  
Start Up ◽  
Entrepreneurial Activities ◽  
Start Ups ◽  
The Impact

Youth unemployment is growing throughout the world due to a collection of conditions including but not exclusively: economic restrictions, anachronistic teaching and learning methodologies, and inadequate career guidance structures and support. These factors are the usual suspects and offer all stakeholders an easy way out in terms of the challenges associated with business start-ups and business initiations. That the contemporary educational environment is not effectively geared to support the emerging entrepreneur and is severely constrained by the limits of teacher training and curriculum flexibility is well recognised. With the growing demand for graduates to embrace an entrepreneurial ethos, the impact of support structures on the development of students is becoming more central to the required discourse in higher education, more especially, in developing countries without effective welfare structures. Central to this debate is the role of student attitudes towards the entrepreneurial route as a viable and achievable alternative to the conventional career pathways. Demands to generate a return from their education, familial expectations, and the need to develop as an individual can act as a further encumbrance to the embrace and exploration of business start-up opportunities. This study has generated a dataset of the dominant student attitudes to enterprise as a career pathway and general perspectives on enterprise and entrepreneurial activities. Through a number of partners, a cross section of students were invited to take an online survey addressing questions pertaining to entrepreneurship.

scholarly journals Computer-Aided Instruction in Law: Theories, Techniques, and Trepidations

1978 ◽  
Vol 3 (1) ◽  
pp. 1-50 ◽  
Author(s):  
Roger Park ◽  
Russell Burris
Keyword(s):  
Student Attitudes ◽  
Legal Education ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
And Performance ◽  
Law Student ◽  
Assisted Instruction ◽  
The Impact ◽  
Education Process ◽  
Simulation Exercises

Legal education is only beginning to make use of the technological capabilities of computers as a medium for instructional design. In this article the authors show the applicability of computer-assisted instruction to law through programmed instructional techniques. They trace the two decades of development of computer-assisted instruction (CAI) in law, the use and misuse of the computer's capabilities, the impact of CAI on law student attitudes and performance, and the positive student endorsement. They carefully analyze the computer's capacity for use in memory drills, tutorial sessions, and simulation exercises. They do not offer an unrestricted endorsement of the computer's capabilities but hope for the continuing development of CAI in the legal education process.

NUMB3Rs Revisited: Long-Term Impacts of Reimagining Service Learning

2020 ◽  
pp. 105382592097369
Author(s):  
Karen L. Anderson ◽  
Margaret E. Pierce ◽  
Kathleen M. McNamara
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Teaching And Learning ◽  
Early Career ◽  
Teacher Preparation Program ◽  
Extensive Literature ◽  
Preparation Programs ◽  
Survey Tool ◽  
Service Learning Projects ◽  
The Impact

Background: Despite an extensive literature-base documenting strong outcomes for undergraduates engaged in service learning, few studies have investigated whether, and to what degree, these outcomes extend beyond the semester(s) undergraduates are actually engaged in service learning. Purpose: This study addresses this gap by following up with undergraduates who participated in an innovative service-learning project as part of their teacher preparation program. Our goal was to investigate the impact their participation has on their practice as teachers of mathematics (postgraduation). Methodology/Approach: Project participants (PPs) and matched controls (MCs) were surveyed using Qualtrics, a web-based survey tool. Both quantitative and qualitative data were collected and analyzed. Findings/Conclusions: Results indicate robust differences between PPs and the MCs self-reported descriptions of their current classroom practices, with the data confirming that participation in reimagined service learning has the potential to affect undergraduates’ beliefs, practices, and global mindsets postgraduation—while employed as classroom teachers of mathematics. Implications: Findings suggest that engagement in innovative service-learning projects, as part of undergraduate teacher preparation programs, has the potential to help early career teachers: transform their ideas about teaching and learning, move beyond traditional ideas of what mathematics looks like, and to embrace reform-based instructional methods.

Reframing Technology's Role in Language Teaching: A Retrospective Report

2019 ◽  
Vol 39 ◽  
pp. 8-23 ◽  
Author(s):  
Lara Lomicka ◽  
Gillian Lord
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Annual Review ◽  
Computer Assisted ◽  
Modern Language Association ◽  
Modern Language

AbstractAs the field of applied linguistics ponders and even embraces the myriad roles technology affords language education, we frame this critical report within the context of the Modern Language Association's 2007 report, along with earlier state-of-the-field Annual Review of Applied Linguistics (ARAL) pieces (e.g., Blake, 2007; 2011) to consider not only where we've come from but also, crucially, where the field is headed. This article begins with an overview of the field, examining the role of technology and how it has been leveraged over decades of language teaching. We also explore issues such as the goals established by the Modern Language Association (MLA) with respect to shaping technological vision and the role of technology in enhancing the field of language education. We use this critical assessment to offer insights into how the field of computer-assisted language learning (CALL) can help shape the future of language teaching and learning.

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

2007 ◽  
Vol 40 (3) ◽  
pp. 211-230 ◽  
Author(s):  
Michael Evans
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Research Trends ◽  
Specific Reference ◽  
Francophone Studies ◽  
Body Of Knowledge ◽  
Year 2000 ◽  
The Impact

The large and wide-ranging body of research in French as a second language has contributed significantly to the development of several branches of the broad discipline of applied linguistics. However, there have to date been few attempts to provide a comprehensive account of this literature as a distinct, language-specific body of knowledge. The present overview summarises a large number of studies published since the year 2000 under the twin broad categories of research in L2 French acquisition and research in L2 French teaching and learning. The overview of the studies, representing different epistemological approaches and targeting different research objectives, provides an up-to-date account of the main concerns of L2 French researchers working in different countries. The article also draws out salient themes that link this work (such as insights gained from analysis of the impact of different L1 backgrounds on L2 French acquisition) and highlights differences in L2 French research trends (such as different emphases and perspectives adopted in anglophone and francophone studies).

Research in applied linguistics and language teaching and learning in Singapore (2000–2007)

2009 ◽  
Vol 42 (3) ◽  
pp. 317-340 ◽  
Author(s):  
Rani Rubdy ◽  
T. Ruanni F. Tupas
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Secondary Importance ◽  
The Impact ◽  
Language Teaching And Learning

In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000–2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learning; and the teaching of English to international students. In this review, representative work under each research area will be discussed, and this will be done within the broad historical and sociopolitical context of research in Singapore. The results of the review suggest that practical concerns assume priority over theoretical issues, which are relegated to secondary importance. This can be explained in terms of the role of the state in education reform and governance and its top–down decision-making processes, the impact of globalization on education, and the role of education in the management of race relations in the country.

scholarly journals The Impact of External Contextual Factors on Teaching Candidates

2021 ◽  
Vol 11 (3) ◽  
pp. 55-74
Author(s):  
Alexander S. Butler
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Contextual Factors ◽  
Portfolio Assessment ◽  
Teaching Context ◽  
Stimulated Recall ◽  
The Face ◽  
Beliefs About Teaching ◽  
The Impact

The formation of a teacher’s identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates’ identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates’ beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates’ teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates’ identities and what teacher education programmes need to do to strengthen candidates’ identities in the face of negative external influences.

scholarly journals Enterprise as a Career Choice

Economics ◽  
2015 ◽  
pp. 938-956
Author(s):  
Andre Mostert ◽  
Abdulbasit Shaikh
Keyword(s):  
Student Attitudes ◽  
Teaching And Learning ◽  
Online Survey ◽  
Career Guidance ◽  
Youth Unemployment ◽  
Career Pathways ◽  
Start Up ◽  
Entrepreneurial Activities ◽  
Start Ups ◽  
The Impact

Youth unemployment is growing throughout the world due to a collection of conditions including but not exclusively: economic restrictions, anachronistic teaching and learning methodologies, and inadequate career guidance structures and support. These factors are the usual suspects and offer all stakeholders an easy way out in terms of the challenges associated with business start-ups and business initiations. That the contemporary educational environment is not effectively geared to support the emerging entrepreneur and is severely constrained by the limits of teacher training and curriculum flexibility is well recognised. With the growing demand for graduates to embrace an entrepreneurial ethos, the impact of support structures on the development of students is becoming more central to the required discourse in higher education, more especially, in developing countries without effective welfare structures. Central to this debate is the role of student attitudes towards the entrepreneurial route as a viable and achievable alternative to the conventional career pathways. Demands to generate a return from their education, familial expectations, and the need to develop as an individual can act as a further encumbrance to the embrace and exploration of business start-up opportunities. This study has generated a dataset of the dominant student attitudes to enterprise as a career pathway and general perspectives on enterprise and entrepreneurial activities. Through a number of partners, a cross section of students were invited to take an online survey addressing questions pertaining to entrepreneurship.

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