Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

Abstract

Background: Mobile-based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile-based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.Objectives: This study aims to identify the determinants of student performance during students' use of a mobile-based assessment application in a formative assessment activity as part of English as a Foreign Language courses in higher education.Methods: A structural model based on hypotheses will be validated using partial least squares-structural equation modelling with data from the interaction of around 100 students of English as a Foreign Language (EFL) courses from the A1 and A2 levels of English that used a mobile-based assessment system for a period of 4 weeks. Results and Conclusions: This registered report describes the related work, hypotheses development, methodology, and proposed analysis to validate the structural model based on hypotheses. No results or conclusions have been obtained yet.

Application of EFL pedagogy based on cloud computing platform in online interactive teaching of foreign languages

“…Literature [16] used one-way repeated measures ANOVA to explore the effects of listening to stories, songs, and a combination of the two on EFL learners' English vocabulary, noting that listening to stories significantly affected vocabulary growth. Literature [17], on the other hand, suggests that the mobile Internet approach to teaching and learning assessment has a positive impact on the EFL teaching and learning process and uses a hypothetical structural model to specifically analyze the determinants of mobile-based teaching and learning assessment in the performance of the student's learning process. Literature [18] applies the critical literacy approach to learning English as a foreign language by constructing a universal theoretical structure that incorporates a realistic critical observation perspective into teaching and learning English as a foreign language.…”