An inquiry into the efficiency of WhatsApp for self‐ and peer‐assessments of oral language proficiency

Abstract

Social networking applications such as WhatsApp have been extensively used for language research; however, they have rarely been applied for language assessment purposes. To explore the efficiency of WhatsApp for assessment purposes, 30 Iranian English learners doing self‐ and peer‐assessments on WhatsApp are studied. The changes and the reasons for the changes in their attitudes towards the two assessment types are also investigated. In a multi‐phase study, the participants were trained on the new concepts of mobile‐assisted self‐ and peer‐assessments. They were also involved in the concurrent tasks of self‐ and peer‐assessments as well as think‐aloud protocols and filled out four attitude questionnaires before and after their involvement in the two assessment types. Finally, they were interviewed for the reasons of change(s) in their attitudes. The t‐test and think‐aloud results show that though the participants assigned different grades to themselves and their peers, this is not a procedural difference. The questionnaire results show that the participants generally adopted negative attitudes towards mobile‐assisted assessments after being involved in them. They also gave various reasons for the change(s) in their attitudes. The results can substantially contribute to the ongoing debates on the use of alternative assessments through mobile device applications.

A Synchronous Tool for Innovation and Improvement of University Communication, Counseling and Tutoring: The WhatsApp Experience

“…(2017), Podpliota, (2017), Suárez (2017), Wasserman and Zwebner (2017), Castro-León, del Castillo-Olivares, Pérez-Jorge, and Leiva-Olivenza (2018), Hrastinski, Cleveland-Innes, and Stenbom (2018), Samaie, Mansouri, and Qaracholloo (2018) show the positive effects of the use of WhatsApp as a synchronous communication tool within the framework of higher education, we are convinced that the use of this tool promotes the model which we have called "full tutoring" . The objective of this research is to evaluate the effects of the use of this communication tool in the academic monitoring, counselling and tutoring of university students in the Faculty of Education at the University of La Laguna.…”

Perception of Indonesian Teachers and Learners on the Use of Edubox for Language Assessments

“…Every single learner could use either computers or smartphones to do technology-based tests by his or herself. The learners' opportunity to imitate or copy their friends' answer is very limited in using online assessments [1].…”

“…For some technology applications, both computers and smartphones could be used to operate. As portable mobile devices, smartphones have been used to help teachers in enhancing a language assessment process [13], since nowadays almost all of learners have either smartphones or easy access to one [1]. The incompatibility applications in mobile devices help schools which do not have enough computers.…”

“…The use of technology applications for language assessment purposes brings some advantages which should be considered by teachers who still use paper-based tests. If a lot of teachers have used technology as a way to acquire more complete materials than got in a textbook for a long time, because of numerous benefits found, many experts develop the use of technology for language assessment purposes [1] in order to enhance assessment activities [2]. That view appears since findings of several researches show that technology could assist assessment practices [3].…”

WhatsApp as a Tool for Sustainable Glocal Linguistic, Social and Cultural Interaction

“…Literature also presents studies conducted specifically on WhatsApp as a frequently-used social media tool. These studies have examined the integration of WhatsApp for academic purposes (Gallardo, Marqués & Bullen, 2015;So, 2016); WhatsApp as a supporting tool for parents of children with Autism (Cole, Kharwa, Khumalo, Reinle & Karrim, 2017) and WhatsApp for assessment in language education (Guler, 2017;Samaie, Nejad & Qaracholloo, 2018).…”