A Contrastive Analysis of Classroom-Based Language Assessments

Chen, Haoran

doi:10.5539/elt.v13n5p110

Cited by 6 publications

(11 citation statements)

References 10 publications

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“…After the students completed the class, they did feedback on the evaluation text, deleted the useless evaluation text and garbage evaluation text, and collected a total of 8564 effective evaluation texts. The experimental tests were carried out by using the methods of papers [ 6 , 7 ].…”

Section: Experimental Testmentioning

confidence: 99%

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An English Flipped Classroom Teaching Model Based on Big Data Analysis

Wang

et al. 2022

Computational Intelligence and Neuroscience

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In order to improve the defect that the quality of English flipped classroom teaching cannot be quantitatively evaluated, an English flipped classroom teaching model based on big data learning analysis is proposed. In the English flipped classroom teaching mode, which applies the flipped classroom teaching mode, the classroom teaching links are changed, the preview feedback, joint answer and question between teachers and students, classroom teaching, and teachers’ questions are taken as the key links of classroom teaching, and the teacher education and school management system are improved, so as to complete the reform of English flipped classroom teaching mode. The convolution neural network is used to extract the evaluation text features, mine the association rules of massive evaluation text data through the Apriori algorithm, determine the evaluation index of English flipped classroom teaching quality, and complete the evaluation of English flipped classroom teaching quality by using the decision tree method in big data analysis. The experimental results show that the proposed method can quantitatively evaluate the quality of English flipped classroom teaching by using the evaluation text, and the evaluation accuracy and recall rate are higher than 98%, which can realize the objective evaluation of English flipped classroom teaching quality.

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Section: Experimental Testmentioning

confidence: 99%

“…Reference [ 6 ] uses the comparative method to analyze the two types of assessment: formative assessment and summative assessment. The results show that the characteristics of formative evaluation include teachers' adaptability to the classroom and immediate feedback to teachers.…”

Section: Introductionmentioning

confidence: 99%

An English Flipped Classroom Teaching Model Based on Big Data Analysis

Wang

et al. 2022

Computational Intelligence and Neuroscience

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“…It is suitable in any multiple standard and places for the achievement of the judgment on learners and evaluates the whole process of the education effect in the English Language Teaching. It provides assessment and development in the reference and expected language classroom-based teaching and learning (Chen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the English Language Teaching Program of the Faculty of Education, University of Benghazi Using the Peacock Model: Towards Quality Education

Laurel

Belting

Almansouri

2021

EJES

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The English Language Teaching (ELT) is a theory and practice of English teaching and learning for the welfare of the non-native students whose language is not English. It is an English language degree in exploring the application of the language development and current practice in teaching and testing. The study aims to identify the aspects of the English Language Teaching (ELT) and how do the aspects of the English Language Teaching (ELT) program should be maintained and improved based on the Peacock’s Model and Evaluation. The study employs the quantitative and qualitative descriptive research design and method. The study comprised seventeen (17) alumni of the Faculty of Education, English Department, University of Benghazi, Libya as these participants had experienced the evaluation of the English Language Teaching program to be maintained and to be improved in the Faculty of Education. Purposive sampling is utilized in the study because it is non-probability which is known as judgmental, subjective, and selective sampling. Results show that participants are encouraged to be a reflective teacher when they start teaching and taught to evaluate themselves as a teacher which is vital and important in ELT profession in the Faculty of Education and in English as a Foreign Language, show to promote flexibility in using different teaching practices in different situation and classroom management skills in terms of participation, show that there is adequate training and teaching skills and balances of teacher-centered and student-centered learning on its courses in ELT in terms of experimentation, show to avoid overlapping information between different courses and are ready to teach ELT of the program in the university in terms of application, and show that participants are encouraged to reflect on their past experiences as a language learners and are encouraged to be a reflective teacher in their teaching process in terms of cooperation. Article visualizations:<img src="/-counters-/edu_01/0863/a.php" alt="Hit counter" />

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“…Thus, the comprehension of basic linguistics and linguistic process is required when this approach is implemented. Contrastive analysis in foreign language teaching has been widely used by some researchers (Khansir & Pakdel, 2019;Chen, 2020;Soler & Tecedor, 2018). However, little research has been found to use their contrastive analysis research findings to develop teaching materials for foreign language learners.…”

Section: Introductionmentioning

confidence: 99%

Integrating Linguistics Theories in Developing Foreign Language Teaching Materials (German Grammar Textbook for Indonesian Learners)

Yusri

Anwar

et al. 2021

ijole

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This study aims to investigate the effectiveness of German grammar textbook using linguistic approaches in increasing students’ academic motivation, learning outcome, and linguistic understanding. This German grammar textbook is composed for Indonesian learners. This study employed experimental approach by involving two experimental groups without control group. The total research participants were 45 Indonesian students in the second semester of the German language education department divided into two classes. There were three variables observed in this study. Students’ learning outcome was measured by a grammar test developed by the researchers, while students’ academic motivation was measured using a scale developed by Vallerand et al. (1992) consisting of 28 items that had been translated into Indonesian and tested by Natalya & Purwanto (2018). Students’ linguistic understanding was measured using the linguistic understanding scale developed by Hasmawati (2021). The treatment was conducted in six meetings in which each meeting took place for two hours using Zoom video conference platform. Data were analyzed using a descriptive statistic, a correlation test, and a paired sample t-test using the SPSS-26 application. The study found that the integration of linguistic approach, error analysis and contrastive analysis, in composing a grammar textbook of a foreign language is more likely to positively affect students’ academic motivation, learning outcome, and linguistic understanding.

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A Contrastive Analysis of Classroom-Based Language Assessments

Cited by 6 publications

References 10 publications

An English Flipped Classroom Teaching Model Based on Big Data Analysis

An English Flipped Classroom Teaching Model Based on Big Data Analysis

Evaluation of the English Language Teaching Program of the Faculty of Education, University of Benghazi Using the Peacock Model: Towards Quality Education

Integrating Linguistics Theories in Developing Foreign Language Teaching Materials (German Grammar Textbook for Indonesian Learners)

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